davidaulloa/AmericanStories huggingface dataset:
Evening star. [volume] (Washington, D.C.) 1854-1972, 1963-02-20
TEACHERS

The teacher is authorized
to establish and maintain
order anywhere on school
premises. Her responsibility
and authority to do so must
be understood and accepted
by all students and their par
ents.
The following principles
now generally governing need
restatement,
/. The teacher is respon-
sible for what goes on in the
classroom. She is therefore
the authority in the class
room.
2. If a teacher is sub
jected to insolent speech, dis
obedience, or threats Of phys
ical harm, the pupil respon-
sible should be at once re-
quired to report to the prin-
cipal's office. The good
teacher applies reason and
common sense in determin-
ing when to use this au-
thority.
8. Such a pupil may not
return to the class except
following consultation with
the principal, parents. and
the teacher, and upon written
application for such return
by the parent, and in the
case of pupils in grade four
and above, the pupil.
4. A second off nse re-
quiring the teacher to send
a pupil to the principals Of
flee may lead to reassignment
to special placement, suspen-
sion from school, and, If the
Board of Education rule per-
mits, dismissal from school.
Pupil and parental respect
for school authority is re-
quired. There can be no
compromise on this, or the
school might as well close its
doors and the taxpayers
money used for another more
useful purpose.
But respect must be de-
served. The principal must so
organize and administer his
school that order and rou-
tine in basic operations is
automatic. No principal
worthy of the responsibility
will allow slipshod manage
ment to produce and encour-
age slipShod behavior by the
pupils and indifferent per-
Torrance by the teachers.
There must be clear proce-
dures for attendance, use Of
school property, including
textbooks, care of furniture,
and performance of classroom
assignments.
The teachers way of con-
Quoting a class may make
the difference between order
and disorder. A disorganized
class will infect the entire
school. Good planning, care
full classroom administration,
firmness with love and INTEL
ligence, follow-up on teach
ing, checking Of papers, and
involving parents where
needed mark the we'll
conducted classroom. A
teacher who does these
things we'll and strongly wins
the respect of parents and
pupils.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1963-02-20

tied to poor economic areas.
Pupils feel they can do what
they want TO, when they want
to, and no one has the right
to interfere"
The types Of misbehavior
with which teachers have to
cope may be summarized as
follows:
Frequent lack Of self control
unless closely supervised, quick
emotional reactions and some-
times violence over small Incl.
dents, loneliness, flareups Of
temper, negativism, facial and
bodily expressions of annoy
ance, disagreement, indiffer-
ence, moodiness, restlessness,
long periods Of resentment,
sulking, carrying grudges, in
ability to take corrections or
reprimands but frequent, jeer-
ing at others errors or discom.
future, refusal to do school
work, consciously disruptive be-
havior. deliberate fnsolence,
disrespect for authority, threats
to others, extortion, operation
in cliques and gangs, rowdyism,
attention getting, trouble :
hunting. inclination to promul-
gate and participate in brawls,
unwillingness to accept that
rights cannot exist without re-
sponsibilities.
Action Wanted
Most Of the teachers and Of
ficers do not want permission
to use corporal punishment but
they do want immediate and
stringent action when the be-
havior Of a student is repeat
edly disruptive to the educa-
tional program:
mo, I cannot see where cor
poral punishment has any place
in our modern-day curriculum.
1t is as outmoded as the horse
and buggy. The teacher who
uses corporal punishment today
is saying that she has acquired
no working use of all of the
many courses in child guidance,
child development and child
psychology"
There was a real concern
for children expressed by many:
Many parents are so brutal
that if the school punished the
child, or even says he has O
problem. they win beat him
alive" "a
Some children are immune
to punishment. For everything
a child does wrong an adult has
done something worse to him."
Evening star. [volume] (Washington, D.C.) 1854-1972, 1963-02-20

This Committee believes that
teachers should be given more
authority and protection in
their efforts to maintain stand
ards Of department in our pub
lie schools"
The answers showed deer
concern, serious thought and q
careful analysis of the issues
involved.
Unanimous Agreement
There was wide agreement
that the majority of the stu
dents are we'll behaved and
anxious to learn but that the
few who show no self control
disrupt the educational program
for the larger group.
There was almost unanimous
agreement that som thing
should be done to change the
attitude Of those students who
show a fragrant disregard Of
authority.
The following excerpts are
taken from the reports sent in
by teachers and principals:
I'VE must advance our stu
dents further in their life at
titudes and habits. This is diff
ficult because their parents use
severe punishment in place OF
early training. Children fol
whom corporal punishment re-
presents authority are otter
suspicious Of adults and reject
them. These children do moi
always respond to the less
authoritarian atmosphere Of the
school. The schools job is a
difficult one. We must find
better ways to accomplish its
ends"
1.-THE measures now in prac.
tice make the child feel the
teacher hasn't much authority
and he often takes the attitude
She can't do anything about it.
We are allowing too many bac
habits to continue"
You Can't Touch Me-
ITO many parents and chill
dren, the mere touching of stu
dents by a teacher is corporal
punishment. Hardly a day goes
by without some comment such
as You can't touch me- This
usually comes from the most
troublesome of pupils"
I'VE have control, but under
meath there is a seething mass
of social dynamite"
Some parents lead children
into open defiance of the teach
err" -..
For the last few years, there
has been a rapid decline In
the general attitudes of pupils
This is a city-wide, perhaps
Nationwide problem, not linn.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1963-02-20

SU4 ANS~UShSs
experience with external au-
thority.
/. The pupil, therefore
must encounter ordered pro-
cedures and we'll defined
routes from the kindergarten
through all the grades.
2. He must learn to be
punctual, seated and ready
for work from the opening
period.
8. He must learn to re-
spect the rights Of others. He
must be taught that If he is
disorderly he himself loses
the benefits of freedom.
4. He must learn to re-
spect property-his own and
others. This begins with the
care Of books and supplies,
classroom furniture, halls
corridors. 1t includes learning
that destruction Of property
reduces his own wealth. 1t in
cludes making restitution in
case he deliberately or care
lessly destroys school prop
erty.
s.. He must learn to re-
spect himself. He must be
given respect to be self
respectful. He must think well
Of himself in relation to per-
sons worthy of his respect
and emulation.
6. He must accept respon-
sibility for acknowledgment
and self-determination He
can achieve competence in
this only by participating in
self-management.
7. He should when he Is
ready participate in setting
rules for class and school be-
havior, in developing school
codes of conduct, in assisting
in class and school manage
ment, in policing and helping
to establish school control.
8. He should achieve the
most important skill of all:
the capacity to set at a high
level his own standards Of
conduct and to act on his
own without following the
crowd or mob.
9. Principals and teachers
should enlist the support of
all students in classes or
through their organizations
such as the student councils
and the letter clubs in the
preparation of codes of con-
duct, in self-policing, and in
establishing a total school
climate for good order and
disciplined freedom.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1963-02-20

law and Its enforcement. Every
means is to be used to educate
the young to support the police
as public servants employed to
enforce the law for common
good.
6. The superintendent will
recommend that the Board of
Education rescind its rule
against corporal punishment.
7. A school committee will
prepare guidelines for the def
milton and the use Of corporal
punishment. In the meantime,
students and parents should
understand that touching the
child, leading him physically
from the room, and subduing a
pupil who has become uncon-
trollable are not examples Of
corporal punishment.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1963-02-20
Simpffied Procedure
OF Pupil Suspension

8. Beginning at once, the
principal is empowered on his
own authority to suspend a
pupil for cause. A simplified
suspension procedure is in
Evening star. [volume] (Washington, D.C.) 1854-1972, 1963-02-20
Proposals to Improve
Services by Schools

The school system must con-
tinue 10 seek support for pro-
grams which will increase It's
means Of educating the diff
cult child. The objective is TO
provide school services for every
Evening star. [volume] (Washington, D.C.) 1854-1972, 1963-02-20
Role of Home, Church
Required of Schools

The schools are being re-
quired to supply many Of the
functions of the home an d
church. No matter how ill" or
incorrigible a child may be, the
schools have attempted to find
help for him. The schools have
assumed the responsibility of
holding young men and women
off the labor market, off the
streets and out of trouble, even
If they do not profit from be-
ing In school as it is now con-
Quoted and despite the fact
that. the resources needed to de-
wise "a realistic work school
program for many youth. most
of them capable Of learning to
earn, are not available. Every
thing points to an increase Of
responsibilities for the schools
without a corresponding supply
of resources or even an agree
ment upon what to expect Of
the schools. The schools. it
must be acknowledged, have
been sensitive to criticism for
failure to retain all pupils and
for the delinquent acts Of men,
bers of their student bodies in
out.of-school hours. 1t is high
time to release public educa-
ton from the pillory to which
1t has been long fastened. and
to redefine the purpose Of edu-
cation and the pupils respon-
sibility TO make use of 1t. If
the patient refuses to follow his
doctors orders, is the doctor
blamedp Why not apply t h e
same doctrine to public educa-
tion7
Emphasis on the Negative
A second area Of disappoint-
ment with the Citizens Com
mittee report is the unbalanced
emphasis upon the negative ele-
ments In the school system. No
mention was made Of the
strengths In the school system.
among which are the emphasis
upon upRrading academ C
standards and the establishment
OF programs 10 meet the special
needs OF pupils. Among these
are the social adjustment
classes, classes for slow learn
ers. counseling services at the
elementary level. small but sig
nificant programs to prepare
pupils for work, the ability or
track system OF curriculum Or
Ranization, the Amidon system
OF basic, non-permissive educa-
ton, the Mcfarland Roosevelt
Guidance Project, the Boys
Junior Senior High School for
severe behavior cases. the Lam
Ruage Arts Project in IA ele-
mehtary schools, the Urban
Service Corps, foreign language
teaching in the elementary
grades. and extension Of library
services. In addition there has
been q significant improvement
IN teachers' salary schedules
and a continuing strenuous at
tack on budget problems for 9
constantly growing school syS-
tenn. -,
Despite the superintendent
Evening star. [volume] (Washington, D.C.) 1854-1972, 1963-02-20
Teachers, Officials
Discuss Authority

Miss Katherine ScriUener director OF elementary edu
cation, reported these opinions corporal punishment
tn summary OF 1908 comments from teachers and school
officers on the question OF disciplinary authority FOLLOWING
partial ert OF her report to school Supt Carl f. Hansen
You should be very proud responses received
answer to your request for reaction from the teachers and
officers the statement MacCarhy report that reads
Evening star. [volume] (Washington, D.C.) 1854-1972, 1963-02-20

office. He recognized both OF
them as being hoodlums (the
word he applied TO them They
were desperately in need OF
Jobs. They wanted his help in
getting them jobs in the school
custodial service. One boy said,
II have got TO make some
money. I have got to get a Job.
The other one said. Somebody
has got to help me find a Job
l want TO work; ! want 10
earn money"
Unfortunately, their former
principal said he could not
recommend them for positions
in the school custodial service
because they could not be
trusted with responsibilities
around children. What Their
happens2 Where do these boys
get jobs2 How do they gel
money that they need so des-
perately2 What is the private
agency which can take advan.
tage Of their desire TO carr
money without danger TO IL
profits7
In the high school princi-
pals office were a high schoo
girl and boy, the mother Of the
girl and the assistant principaI
for girls.
This boy is going TO have II
marry my daughter. He Is re.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1963-02-20
Positive Aspects
OF Behavior Cited

In the talk about discipline,
the positive aspects of pupil be-
havior should be stressed. Even
the stadium riots involved a
relatively small per cent Of the
spectators. In relation to the
hundreds of group activities
held in the last eight years, the
number of behavior problems
has been small and the number
of individuals guilty of violence,
many Of whom are not in
school, is also small.
This is not said to condone
misbehavior. On the contrary,
interference with pupils rights
to join in group activities must
be eliminated. The great major
ity of our children and youth
want and need the experience
of group activities - assem-
blies, interscholastic contests, /
excursions to places of inter-
est in the community - and
they should have these oppor-
tunities despite the problems
caused by trouble makers.
The school system must not
back away from a program of
group activities for fear that
problems and difficulties may
ensue. This is the kind of til
Nudity that leads to stagnation
and the atrophy of courage. II
automobile drivers felt this
way, not a single vehicle would
leave the security of the gar
age. On the contrary. group &C.
tivities should continue under
careful planning and the most
favorable conditions but not
with the expectation that Ill
hazards can be removed.
Most Behave Well
The second point is that in
our claSSroomS the behavior OF
most of our students is good.
The intolerable behavior re-
ported in the Citizens Commit
ee report and by teachers di-
rectly to the superintendent
should be treated in perspec-
tive. 1t should be viewed against
the background Of the many
respectful, earnest pupils in
every school who constitute the
great majority of our student
body.
Many positive proofs attest
o success Of the pupils in our
schools. One is that annually
about so per cent of our high
school graduates continue their
education in institutions Of
higher learning in all parts Of
the country. One major follow
up study conducted by the sec
ondary school office shows that
most Of the students do well in
college. Another evidence of the
positive effect of the school
program here is that the an
nual follow-up studies Of grad
yates show that most Of those
not in college are employed
within the first semester fol-
lowing high school graduation.
Perhaps the most significant
contribution made daily in our
school system Is the patient,
compassionate and thoughtful
work Of teachers. counselors,
administrators; Of, in many
cases, members Of the nom
teaching staff; OF parent lead
ers in the school; and Of con-
cerned citizens In the commu-
nifty at large.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1963-02-20

ing her authority in the clas-
room. In case of parental pro-
testes, the teacher is entitled to
be present at all interviews
with parents.
20. School stats are re-
quested to encourage students
at all levels to develop codes
of conduct involving, among
other things, the appropriate
ness of dress, care of school
property with special reference
to textbooks, furniture and
buildings, respect for the prop
erty and the rights of others.
81. Athletic directors and
team coaches in all contests
should continue their effort to
instill habits of good sports
manship on the field Of play.
One Of the detectives of ath-
leticS is to improve character.
BY inference, perfection of all
aspects Of character is not ex-
pected as the basis of selecting
a team.
%. The superintendent will
resubmit a request for addi-
tional staff for large cadet
units in the 1865 Budget. 1t is
also requested that every pos
sible use Of the cadet corps be
made to establish order and
discipline in the school.
Liquor and Tobacco
%. Stepped-up education as
to the Ill effects Of alcohol,
narcotics. and the use Of tobac-
co is urged in all schools, with
the full support of local Parent
Teacher Association leadership
TO reduce the amount OF public
drinking. 1t is doubtful tha I
parents should escort or allow
children to attend any public
performance at which beer is
sold or public drinking is per-
mitted.
"a. A special re-evaluation OF
the basic track will be under
taken. The findings will be re-
ported TO the Board Of Educa-
ton.
rs. The schools admins
trative Committee on Human
Relations is currently planning
a proposed program for school
employees. As soon as practical,
the program TO help all en-
ployes understand the problems
OF underprivileged children will
be announced.
20. Beginning March /, seri-
Gus discipline problems will be
reported TO the superintendent
on a form provided for this
purpose.
81. The superintendent is re-
questing the physical education
department TO require at least
rs minutes OF calisthenics In
all classes at the secondary
level and a maximum use OF
calisthenics at the elementary
level.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1963-02-20
Need Corporal Punishment

Teachers do not as a whole
want TO employ corporal
punishment. They want. how
ever. to be relieved Of the eff
Evening star. [volume] (Washington, D.C.) 1854-1972, 1963-02-20
PUPILS

School discipline rests
mainly upon the pupils who
desire law and order and
participate in its enforce
ment.
The will Of the majority
Of pupils toward good citi-
zenship is first established by
Evening star. [volume] (Washington, D.C.) 1854-1972, 1963-02-20

One OF the staff members in
my office told me recently that
two boys who attended the
school he served as principal
before he was promoted TO the
central office appeared In his
Evening star. [volume] (Washington, D.C.) 1854-1972, 1963-02-20

off his attackers by forming
a semi-circle of movable desks
around him. When other teach
ers entered the room, the boys
fled.
The boy shouted TO a teacher.
III get you down. I'll stomp
you" He was wearing heavy
combat boots. These appear TO
be worn as weapons. One OBJ
server noted that many boys
we're wearing combat boots at
the Thanksgiving Day Football
Game.
This intelligent eight-year-
old-boy was from a good home
On one occasion he insisted on
Glowing while the teacher con-
Quoted a lesson. He openly de-
fled the teacher. When the
mother was called in for q con-
ference. she laughed. She
thought the boys behavior was
cute" She told the teacher
you have TO be strong 10
handle him. 1t is your Job 10 do
this"
Evening star. [volume] (Washington, D.C.) 1854-1972, 1963-02-20

In his report TO the BOOrd Of
Education todOy, Dr.. coh ?. Hon
sen laid down these suideIines for
responsibility for pupils. porents
and teachers.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1963-12-05

BELTWAY PLAzAeoOO ereenbeH ereenbe, Maryland
Baltimore
Evening star. [volume] (Washington, D.C.) 1854-1972, 1963-12-05

Glorious gift-boxed selection of flat
fold and classic wallets, plus key case
sets, secretaries, 2-in-l money clips, 20
view accordions, many with inner Zip
per! English morocco grains, buffalo
calf, pinseal, pigskin, India calf; black
and brown in the group. Main Floor.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1963-12-05

Supple, shimmering leather uppers in
black, cobbler tan, coffee or wine!
Scuff or closed back, cushioned crepe
or hard sole. Sizes 612 to Is in the
group. Second Floor.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1963-12-05

Softest imaginable vinyls in brown,
tan or natural :. invitingly lined for
instant warmups, many with fancy cuff
trim! Cushioned pad.about soles. 7
to II in the group. Second Floor.
Evening star. [volume] (Washington, D.C.) 1854-1972, 1963-02-20

For Mr.. T.: What Is walk
ing pneumonia The pneu-
monia doesn't walk; the
germs don't walkl What dis
tinguishes this form Of pneu-
monia from others is that
the patient continues to walk
and be active, because he has
no suspicion that he has
pneumonia. He thinks all he
has is a bad cold.
In some virus types Of
pneumonia even the exam
nation with a stethoscope
may not indicate the pres
ence Of pneumonia. Never
theless, X-rays taken at the
time might show the conges-
ton in the lungs. Sometimes,
1t is the other way around:
X-rays are negative, but the
stethoscope reveals the pneu-
monia.
The solution seems to be
this: II you ever have q bad
Evening star. [volume] (Washington, D.C.) 1854-1972, 1963-02-20

cold that hangs on with fever
(not necessarily hieh) and
cough that persists; II you
are much more exhausted
than ever before with q sim
pie cold. better call in your
doctor to rule out the possi-
bility Of pneumonia. There
would be fewer cases Of walk
ing pneumonia around II the
patient gave the stethoscope
and X-rays o chance to make
the real diagnosis.
y y
For Mr.. NJ: And "acid
phosphatase test" In the
management Of prostate dis
ease is often used TO deter
mine the presence or absence
Of cancer Of the prostate
In addition to other exam
nations.
So So
For Mrs. D.: You can COM
plain ell you want about
headaches, but you will never
Evening star. [volume] (Washington, D.C.) 1854-1972, 1963-02-20
STOP KILLING YOURSELF
Menopouse Gets
Unfair Blame
= Vy DR.. PETER J. sTEINcRoHN

I recall scores Of women
who were sure that the mem
opause was the cause Of their
nervousness. even though
they were in their early sos.
There is q tendency to place
the blame. and menopause Is
often II. For example, con-
slider the following letter:
Dear Or. Steincrohn: I
hope you can help me. For
the last year I've been feel
ing Just terrible. I get weak
spells and am dizzy at times.
I'm afaid to 60 anywhere
because I'm always thinking
I'm going OF pass out. I Just
hate to get In big crowds. I
can't 60 anywhere alone; I
must have someone with me
to give me courage. My heart
beats fast. I feel very nerv-
Gus. Although ! am only 80,
and my periods are regular,
and have no hot flashes. I
wonder If I might be going
through the early menopause.
VIII you adVise?-Mrs. L.
HERE is the common ex-
ample Of labelling the memo
pause as the culprit when It
is likely innocent. Thirty-two
Is too early. My guess, Mrs.
L., IL that what Is bothering
you Ia anxiety neurosis. I
doubt that taking female
hormones will help. Tran
quilizers may make your SYM
toms more beArable; but
what you really need Is q
kindly. sympathetic, under
standing family doctor to
lean on until you can hold
your head high yourself.
Chronic anxiety tries the
soul and patience Of most
people. You need someone to
instill In you the confidence
that some day you will feel