b'_B 41 \n.E8 \nCopy 1 \n\n\n\nADDRESS \n\nto the \n\nTeachers of New York City \n\nby \n\nDR. WILLIAM L. ETTINGER \nSuperintendent of Schools \n\n\n\nDEPARTMENT OF EDUCATION \n\nThe City of New York \n\n\n\nJ&antb of ^hucaltmt \n\nPresident \nARTHUR S. SOMERS \n\nVice-President \nFRANK D. WILSEY \n\nMRS. EMMA L. MURRAY \n\nANNING S. PRALL \n\nMRS. RUTH F. RUSSELL \n\nGEORGE J. RYAN \n\nJOSEPH YESKA \n\n\n\nADDRESS \n\n\n\n\nto the \n\n\n\n\nTeachers of New York City \n\n\nby \n\n\n\n\nDR. WILLIAM L. ETTINGER \n\n\nf \n\n\nSuperintendent of Schools \xe2\x96\xa0*/ \n\n\n\n\nW \n\n\n\n\nSeptember 20, 1918 \n\n\n\n\n\n^ \n\n\n\nn; of D # \n\nDEC 30 \xc2\xab318 \n\n\n\n/ would therefore urge that the \npeople continue to give generous \nsupport to their schools of all \ngrades, and that the schools \nadjust themselves as wisely as \npossible to the new conditions, \nto the end that no m boy or girl \nshall have less opportunity for \neducation because\' of the war, \nand that the Nation may be \nstrengthened as it can only be \nthrough the right education of \nall its people. \n\nWoodrow Wilson \n\n\n\nWbt \xc2\xaeeacfjer anb tfje \n\xc2\xa9ebelopment of Rational Sbeate \n\nBY William L. Ettinger. Superintendent of Schools \n\n\n\nFellow Teachers: \n\nAs we begin the arduous work of the \nnew school year, I deem it my duty and \nalso my privilege to direct your attention \nto educational problems which require, \nfor satisfactory solution, your broadest \nvision, your keenest intelligence, and \nyour resolute application. \n\nThe present titanic war has made our \nAnglo-Saxon civilization conscious of its \nideals as contrasted with a Teutonic \nswash buckler "Kultur" which threat- \nened to impose upon us and our Allies a \nsordid militarism. Democracy, instead \nof being a shibboleth of politicians, has \nbecome the creed of millions of people of \ndifferent nationalities, in defense of which \n\n\n\nBebelojpment of i^attonal 3foeate \n\nnations rather than armies are waging \na war unto death. Shocking indeed it \nis to realize that the paternalistic govern- \nment and the resulting superficial prosper- \nity of the German people, which aroused \nthe favorable commendation of many \nsincere students, were but a sinister ex- \nploitation of the nation in the interests \nof a greedy, ambitious autocracy. We \nspontaneously find a new significance in \nNapoleon\'s dictum that three-fourths of \na fact lies in its spiritual value. \n\nThis world war is a conflict of opposing \nideals, of which the glistening bayonets \nand the rattling machine guns are but the \nmaterial expression. During its progress, \nlet us hold to the splendid thought of a \nlittle French peasant girl who, describing \nthe French and German armies facing \neach other across the Marne, wrote that \nalthough they were so close that a swallow \nwith one sweep could wing his way across \n\n\n\n8 \n\n\n\nBebelopment of J&ational Sbeals \n\nthe shallow stream, yet in terms of truth, \nin terms of decency, in terms of honesty, \nin terms of right and wrong, the two \narmies were as remote from each other \nas are the polar stars. \n\nAs partial compensation for the dread- \nful carnage and the appalling devastation \nthat the war has wrought, there has been \na spiritual awakening in which the scales \nof ignorance, bigotry and mammon wor- \nship have dropped from our eyes, leaving \nus with a clearer insight into the funda- \nmentals of individual and of national life. \n\nAs our schools are the nation\'s most \npotent instrument in the development \nof national ideals, it would be strange \nindeed if this world crisis did not compel \nchanges in our conceptions as to the value \nand the function of education as a phase \nof our institutional life. We are called \nupon to scrutinize anew our work in terms \nof our underlying theories, our methods \n\n\n\nBebetopment of Rational Sbeate \n\nof instruction, and our discipline, in order \nthat through reflection we may acquire \nthat freshness of vision, that truthfulness \nof aim, and that steadfastness of purpose \nnecessary to insure the salvation of our \ndemocracy through the proper training \nof our future citizens. \n\nWhat is the truth concerning the value \nof the work in which we are engaged? \nOur results are apparently intangible, \ndifficult of measurement, and often at \nseeming variance with the immediate \ndemands of commerce and industry. But \nif the achievements of ourselves and our \nAllies have demonstrated one fact above \nall others, it is that the moral fibre, the \nmorale of the nation, is more vitally \nsignificant than any degree of material \nprosperity, and, moreover, that its quality \nis the fruitage of a proper educational \nsystem. Not the last line, but rather the \nfirst line of defense, is the public school \n\n\n\n10 \n\n\n\n^Development of Jlattonal Iltieals \n\nsystem of our land, and it is no exaggera- \ntion to say that the battles of to-morrow \nare being won in the schools of to-day. \nShould not a consideration of such \nfacts lend an increased dignity, a deeper \nseriousness, an enhanced value to our \nwork as teachers? Should not cynicism, \nnegligence, unskillfulness give way to the \nsame degree of optimism, resourcefulness, \nand prowess that we expect of Pershing \nand his staff when they lead our men to \nbattle? We who are soldiers behind the \nfar flung battle-line, and into whose hands \nis entrusted the training of our country\'s \nmost precious heritage, must so saturate \nourselves with the needs of the vital pre- \nsent and the demands of a promising and \nurgent future that our professional atti- \ntude, our methods of instruction, and our \nmeans of discipline will be a reflex of our \nmatured point of view. \n\n\n\n11 \n\n\n\nBebelopment of JUational Sbeate \n\nIt is imperative that every teacher with- \nin our system: \n\n(1) Shall be aggressively patriotic in \nword and deed in upholding the standards \nset by President Wilson, and in furthering \nall war measures which our nation sees \nfit to enforce. \n\n(2) Shall interpret history so as to reveal \nthe enduring Anglo-Saxon principles of \npersonal liberty, to which our President \nhas given such eloquent expression. \n\n(3) Shall, through the ideals embodied in \nour literature, and through every-day con- \ntact in the school, emphasize the futility \nof strength divorced from righteousness. \n\n(4) Shall let the thrilling events of the \npresent not only color, but also constitute \nthe core of the subject matter of instruc- \ntion in the elementary and the high \nschools. \n\n(5) Shall promote the physical well-being \nof pupils. \n\n12 \n\n\n\nBebelopment of Jlatumal 3foeate \n\n(6) Shall use methods of discipline which \nwill foster initiative and spontaneity \ncoupled with courtesy, self-restraint, and \nprompt obedience. \n\n(7) Shall make the utmost possible effort \nso to interest pupils in their own schooling \nthat dropping out and juvenile delin- \nquency will be reduced to a minimum. \n\nLet me indicate briefly some of the pro- \nlems which are of pressing importance, \nleaving to your own discretion their \nfurther elaboration. \n\nIf we are to maintain our school organ- \nization at its high level of efficiency, we \nneed an adequate supply of teachers. \nTherefore, I urge all teachers to remain \nin the service and to do their best to induce \ncompetent people to become candidates \nfor admission to the service. Our pre- \nsent staff has been depleted to such an \nextent that it has been found necessary \nto request the government to designate \n\n\n\n1.1 \n\n\n\nBebelopment of i^tattonal 3toeal\xc2\xa3 \n\nour work as an essential industry and to \ngrant deferred classification to such mem- \nbers of our administrative, supervising, \nand teaching staff as are necessary to \ninsure the proper maintenance of the \nschools. In connection with teachers\' \napplications for leave, either with or with- \nout pay, it will probably be necessary to \ninsist that not only the immediate superior \ngive approval, but that the commanding \nofficer in the branch of service for entrance \ninto which the candidate is making appli- \ncation shall certify not only that the ser- \nvices to be rendered are essential, but also \nthat the applicant is peculiarly well \nqualified to render such service. \n\nIt is my settled conviction that the \nteaching service must be made more \nattractive in terms of increased compen- \nsation and more helpful and more sym- \npathetic supervision. You can help by \ndevising an organized channel of expres- \n\n\n\n14 \n\n\n\n\xc2\xa9ebelopment of Journal 3foeate \n\nsion, whether it be the present Teachers\' \nCouncil or a modified form of such organ- \nization, which will permit the teachers \nto voice suggestions, opinions, and requests \nwith reference to the conduct of school \nwork. \n\nAnother problem of immediate impor- \ntance is the matter of adequately housing \nour 800,000 pupils. As you are aware, \nthe Federal authorities, after giving due \nconsideration to our requests for building \nmaterials, have denied the request in toto. \nWe must acquiesce in this decision. As \nour present school accommodations are \ninadequate, the ingenuity of all will be \ntaxed to devise means of providing pupils \nwith a full day\'s schooling. I entreat \nyour consideration and your cooperation \nin this matter. No plan of general appli- \ncation will be laid down, but the well \nrecognized evils of certain types of double \nsession or duplicate school programs \n\n\n\n15 \n\n\n\nBebelopment of Journal 3foeate \n\nshould be avoided. Constructive sug- \ngestions, such as the modification of the \nschool year program, the extension of the \nschool day, the school week, and the \nschool year, the expansion of the oppor- \ntunity classes in our summer schools, \nthe development of more flexible grading \nschemes in our higher grades, the possi- \nbility of promotion by subjects, the ex- \ntension of the intermediate type of school, \nmay enable us to make the best of a \nregrettable situation. \n\nAmericanization, both as a term and \nas a process, is very familiar to you, and \ntherefore, in view of its present impor- \ntance, let me simply warn you against \nthe assumption that the bulk of American- \nization work must be done through such \nagencies as evening schools, continuation \nclasses, lecture centers, parents\' associa- \ntions, or community centers. Effective \nas these agencies are, it is the beneficent \n\n\n\n16 \n\n\n\nBebelopment of Jfrattonal Sfceate \n\nmultiple influence of the day school \nteacher, exerted throughout the day to \nfurnish ideas and habits to our pupils, \nthat insures the transformation of the \nalien home and foreign neighborhood. \nDo all you can to promote the success \nof this Americanization work among \nadults, but do not forget that the children \nin your schools are the treasure bearers \nto the foreign home of that language \nequipment, that generous enthusiasm for \ninstitutional life, and these habits of \norderly living which constitute the essence \nof American ideals. \n\nWere my message to you one of detail, \nI would emphasize the necessity of econ- \nomy of all kinds, whether it be in the use \nof supplies, the maintenance of equip- \nment, or the honest execution of the daily \nprogram. I would expand upon the \nnecessity of close attention to matters \nof methodology, such as the need of \n\n\n\n17 \n\n\n\nBebelopment of J&ational 3toeals \n\nself checking in arithmetic, the desira- \nbility of insuring to every child a fairly \nrapid, legible style of penmanship and a \nmastery of the minimum spelling vocabu- \nlary proved to be the basis of ordinary \nbusiness and social correspondence, the \ndistinction to be observed in the reading \nprocess between oral rendition and thought \ngetting, the development of clear-cut \nspeech through ample exercise in the \nclass room, and the necessity of treating \nhistory and geography as closely related \nsubjects significant in our present day \nlife. But I shall refrain from treating \nthese matters, because I am confident \nthat in the near future it will be possible, \nthrough the cooperation of the superin- \ntendents, principals, and other super- \nvisors to assure to the teachers a more \nhelpful supervision than has been pos- \nsible hitherto, and that, therefore, such \nmatters will receive the attention their \n\n\n\n18 \n\n\n\nBebelopment of J&att\'onal 3toeate \n\nimportance demands. \n\nLet me conclude by again referring to \nthe war in which we are all engaged, \nwhether we stand in the presence of a \nclass in the heart of the ghetto or lie steel- \nhelmeted in the fields of Flanders. To \nput forth our best efforts as teachers we \nmust identify ourselves with the attempt \nof our Allies to preserve those rights of \nmanhood, for the establishment of which \nour own nation was founded, and in the \ndefense of which it is now pouring forth \nits richest treasure. These rights have \nbeen and still are in fearful jeopardy. \nWere we not a firmly united people, each \nand every one resolved to give his labor, \nhis wealth, and even his life to guarantee \nthese rights to posterity, the issue would \nbe in doubt, but united as we are in every \naspiration and endeavor, the battlefront \nextends not only to New York City, but \nto every village throughout the land. \n\n\n\n19 \n\n\n\nBebelopment of Rational Htoeate \n\nLast July, while attending the conven- \ntion of the National Education Associa- \ntion in Pittsburg, I sat gazing out of the \nhotel window in the dusk of the evening. \nThe clouds were lowering, the atmosphere \nwas smoke-laden, and in the distance a \nfoundry running a heat was sending a \nshower of dazzling sparks into the dark- \nness of the night. Across the way, on a \nneighboring building, I caught a glimpse \nof the "Stars and Stripes. " Like a flash, \nthe gloom of the scene vanished, and I \nfollowed, as in a vision, that steel to the \nbattle riven western front. Those sable \nclouds were transformed into the garment \nof a bereaved but triumphant democracy, \nand those fiery sparks were a golden \ncrown unto her head. I proceeded to a \nmeeting at which various representatives \nof our Allies spoke of the war in relation \nto education, and listened spell-bound to \na beautiful story which, to my mind, is \n\n\n\n20 \n\n\n\nBebelopment of J&attonal Sbeala \n\nprophetic of the part we play in this war \nfor democracy. It was related that \nFrance has shown her confidence in our \narmy by giving into its keeping her most \ntreasured possession \xe2\x80\x94 Alsace and Lor- \nraine; that some of our boys were billeted \nnear the home of Joan of Arc; that they \nwere told the story of how Joan had been \ninspired by heavenly voices. Incredu- \nlous, they halted a poilu going by, and \ninquired if such voices were still heard in \nthe land and would lead to the salvation \nof France. The Frenchman halted, and \nthen said, " Messieurs, listen." In the \ndistance they heard faintly but clearly \nthe silver-throated bugle of the American \nforces sounding the call to battle and \nto victory. \n\nCordially yours, \n\nWilliam L. Ettinger. \nSuperintendent of Schools \n\n\n\n21 \n\n\n\nPrinted by the \nBoys oj the Vocational School \n138th Street and Fifth Avenue \n\nNew York City \n\n\n\nLIBRARY OF CONGRESS \n\n\n\n\n'