►or a Lillian Sullivan
Su\\v<iav>, N L.
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BOSTON UNIVERSITY SCHOOL OF EDUCATION
AMITY OR ANNIHILATION
How Teachers Can Promote World Unity Through Inter cultural Education
Service Paper
Submitted by
Nora Lillian Sullivan (B.S. in Ed., Teachers College of Boston, 1933)
In partial fulfillment of requirements for the degree of Master of Education
1947
First Reader: Dr. John J. Mahoney, Professor of Education Second Reader: Mr, Franklin C. Roberts, Professor of Education
B-^ton Unrversrty School of Education Library
AprA
ACKNOWLEDGMENT
To Professor John J. Mahoney this work is respectfully dedicated as an acknowledgment of his invaluable aid in allowing me free access to his extensive intercul tural education library at Boston University and in appreciation of his help with the interpretations of nuances centering around "intergroup understanding, respect, and good will."
AMITY OR ANNIHILATION
How Teachers Can Promote World Unity Through Intercultural Education
Theme
"There is at least one defense against this bomb. That defense lies in our mastering the science of human relationships all over the world. It is the defense of tolerance and understanding, of intelligence and though tf ulne ss,
"I know that education will meet that challenge. If our civilization is to survive, it must."
President of the United States, Harry S. Truman Address at Pordham University, New York, May 11, 1946.
TABLE OP CONTENTS
Chapter Page
I. The Challenge to Education 5
A. The atomic bomb crisis 5
1. Opinion of scientists 5
2. Conclusion of President Truman 5
B. Basis of the present difficulty 6
1 . Conflict between science and humanity 6
2. Divergence among peoples 6
C. Type of education needed 6
1. Science of human relationships 6
2, Elimination of intolerance 6
D. The educator as a leader 6
1. Chief influence on youth 6
2# Reflects bias or tolerance 6
II . Background Equipment for the Educator 7
A. Twin approaches to amity 7
1, Eradication of ignorance 7
2. Emotional conditioning 7
B. Effect of education on attitudes 7
1. Report of Allport on education 7
2, Results of specific procedures 7
C. Reading as a primary requisite 8
1 . Background for personal contact 8
2, Sympathetic predispositions 8
D. Objectives of the readings 8
1. To furnish overviews 8
2» To eradicate personal bias 8
E. Avenues of entrance into the problem 9
1. Studies of prejudice 9
2. Religious and racial aspects 10
F. Annotated readings for personal tolerance 11
1. Books with chapters indicated 11
2. Bulletins, pamphlets , and articles 17 III. Professional Materials for the Educator 29
A. The importance of the educator 29
1. Impact on students 29
2. Molder of future ideals 29
B. Responsibilities of modern teachers 29
1. Restoration of world order 29
2. Development of future security 29
C. Educational progress toward unity 29
1, International exchanges in science 30
2. Integration through broadcasting 30
D. International unity through UNESCO 30
1. United Nations Educational, Scientific
and Cultural Organization 30
2. Provisions to unite the universe 30
E. Anticipated results of UNESCO 31
1 . World knowledge of current teachings 31
2. Elimination of frictional philosophies 31 P. Implications for education 31
1. Need for becoming prejudice-free 31
2. Necessity for new teaching procedures 32 G. Annotated readings for productive teaching 33
1. Books on approaches, avoidable pitfalls,
and helpful agencies 33
2. Bulletins on latest developments, plans,
and suggested units 38
IV, Materials for Student Training 45
A. Signs of student interest in unity 45
1. Attendance at United Nations sessions 45
2. Numerous Youth Congresses 45
B. Implications for the schools 46
1. Tolerant views needed for leadership 46
2, Diversities as bases for amalgamation 46
C. Characteristics of books appealing to youth 47
1, Short with a modern vocabulary 47
2. Picture format and dramatic style 47
D. Annotated readings for students 50
1. Books: anthologies, biographies, and
case studies of prejudice 50
2. Periodicals and articles on what to
do and how to do it 53
V. The Answer to the Challenge 63
A, Objective ran international social democracy 63
1. Former attempts at unity were weak 63
2. Concerted world effort emerging 63
B. Basic outline for "One World" 64
1. Charter of the United Nations 64
2. Article I, Sections 2 and 3 64 6. Implications for all peoples 65
1. Objective known to all 65
2. Importance of each one to the plan 55 D. Specific aids to amity 65
1. Types of readings 65
2. Things to do 66 E. Twelve suggestions for educators 69
1. Inside the classroom 69
2. Outside the classroom 73 F. Result: amity, not annihilation 75
VI. Bibliography 76
VII. Appendix - Materials Free to Educators 86
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I. The Challenge to Education
Every era develops a crisis without a pattern. To its own age, the impending catastrophe looms taller than any one preceding. Prophets of doom myopically bewail the current stage of things, predicting complete disaster. Civilization has survived its perilous times because optimistic men have hopefully set down solutions and experimented with the most plausible suggestions, until, once more, a semblance of norm- ality reigned. Both attitudes take cognizance of the pitfalls but the saviors of mankind use intelligent courage to preserve their world.
The twentieth century cataclysm reached its apex with the insuperable horror of the atomic bomb. Few minds can en- compass the magnitude of the chain reaction which, if released by a hostile power, will have as its ultimate possibility, complete disintegration of the universe. The men on the Man- hattan Project who created the U235 weapon have set forth the alternatives in these terse words: One World or None I ^ No one challenges President Truman's conclusion: "Civilization cannot survive an atomic war."
The root of the present difficulty lies in the fact
tha t science has too quickly knit together the wide spaces of 1
One World or None, Dexter Masters, editor. New York:
Whittlesey House; 1946.
2
Address by President Truman at Pordharn University on
May 11, 1946^Boston Globe /May 12, 1946). p. 28
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distance. Man needs to accelerate his pace. "Not charters,
not statesmen, but only the peoples can make one world and they 3
must." How can two billion people, divided as they are by
color, creed, race, and culture possibily live in harmony?
The answer lies in necessity. "We are faced with the preeminent
fact, that if civilization is to survive, we must cultivate the
science of human relationships - the ability of all peoples, of
all kinds, to live and work together in the same world at 4
peace • "
Where shall a task of such bewildering magnitude begin? Since ignorance breeds those triple spearheads of world unrest - misunderstanding, mistrust, and intolerance - the solution would appear to lie in knowledge. World-mindedness , although coated with emotional aspects, is basically an intel- lectual problem. The job, therefore, is one that lies at the doorstep of the school. Education must take up this momentous task of producing mutations in civilization because the educa- tive process, although slow, is the only one which can cause permanent changes in attitudes.
Is education equipped for the task? One segment of the field, called intercultural education, has for many years
3
One World But Not One People, James Morgan. Boston Globe,
(May 19, 1940. p. 4A Editorial.
President Truman's Address at Pordham University,
May 11, 1946. Glob_e, (May 12). p. 28.
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devoted itself to building mutual confidence and trust among diverse groups through understanding. The term, intercultural education, appears to have come into prominence about 1938 to signify a science of human relationships dealing with an area more comprehensive than race relations but not so wide as international education. Far-seeing men in the United States realized the need for better ways of producing intergroup harmony. The old "melting pot theory" of leveling cultures to one dominant type had failed to eliminate discordance. To replace this obsolete idea, ca:r.e such suggestions as "cultural pluralism" which emphasized intergroup respect based on under- standing; "transnationalism" which proposed the weaving together of varied cultures into a pattern without loss of individual identity; and the "community theory" which encouraged divergencies , so that, by a process of adjustment, groups could be led toward an international outlook. The aim in all these proposals is the building of harmonious relations through sympathetic understanding and exchange of cultural ideas.
Here is the germ of peace. The United States has representatives of all the large culture groups. If teachers will concentrate their efforts upon teaching diverse groups
to acquire complete confidence in one another so that they can adjust their economic and political differences amicably, this country can become the leader in promoting world unity. The sole chance of attaining a universe without war lies with
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those educators who, by unbiased attitudes, by utilization of effective intercultural techniques and by influence on pliant youth, can create attitudes of appreciation for the traditions of other peoples. When this atmosphere permeates the United States, a nucleus of world unity will have been established. From there, similar work can be attempted abroad. Thus can national boundaries be transcended without need for force. If, however, educators fail to accept this challenge, the result will be anarchy and annihilation.
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II. Equipment For The Task
Having thus been thrust Into the role of mankind's single desperate hope for survival, how shall education lay the foundations? Two bases appear to be paramount: (1) eradication of ignorance and (2) emotional conditioning. Dispelling of wrong ideas will do much toward understanding of and sympathiz- ing with heterogeneous groups at home and abroad; for bias is the "fruit of mental indolence."5 The intellectual approach, however, is not enough, because unconsciously, emotions color every act of our lives, too often blocking receptivity to ideas.^
Educators, then, serving as psychiatrists to a fear- ridden, intolerant world, must not only study others to determine the most helpful approach but must first tone down to the point of non-existence, their own prejudices. Can this be done? A study by Professor Gordon Allport of Harvard University reveals that general education tends to decrease bigotry because college students demonstrate less prejudiced reactions than do people with only high school backgrounds. If such results are obtained without specific attention to the elimination of bias, educators with a definite purpose can produce in themselves and in others, open-minded dispositions toward all groups, however unlike.
5
Isabel Currier, Prejudice Among The Unprejudiced.
Common Ground: ( Spring Issue, 1946). p« 3.
6
Thomas Briggs, What The Emotions Do To Our Thinking
Teachefs College Record:( February, 19351 p. 572.
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V7here shall the educator begin? Undoubtedly, |
readings, wide and discriminating, furnish the primary solution. Personal contacts come lat«r after proper books and articles have furnished the background o f understanding. Otherwise, one will feel distinctly uncomfortable, or worse, may commit griev- ous errors in relationships with groups different from his own. Richard Wright, in his novel, Native Son, portrays such a situa- tion when Mary Dalton, with the best of intentions, shows un- conscious snobbery in her hail-fellow-well-met treatment of her Negro chauffeur, Bigger. Cornerstones of international brother- hood must be laid among educators by study. They must work to become "social democrats, people of quality."^ This is essen- tial because "we are teaching respect for human rights to the G-ermans and the Japanese. But we shall stultify ourselves, we shall forfeit our moral leadership and give aid and comfort to the enemies of peace and justice, so long as our words abroad are contradicted by our deeds at home. What educators must strive to attain by saturation in these readings is a sense of fellowship with all peoples, a driving desire "for understanding and good will among different races, classes, national! ties, and creeds . "^
Is there enough material available to give the
interested seeker of information what he needs? Pairminded
1
John J. Mahoney, For Us the Living, Harper Brothers, 1945, p. 173
8
Editorial from America, (March 23, 1946^, p. 634
9
John J. Mahoney, For Us the Living, Harper Brothers, 1945,
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men have long been conscious of "the race haters, the religious bigots, the snobs, the patriots of the jingo school, all those myopic fraternalists who build barriers of prejudice to separate man from his f ellowman."10 It is an age old problem but writers have only yesterday turned the full play of their in- tellects upon the intricate facets. Today, with desperate urgency, books, newspapers, bulletins, magazines, and profes- sional journals pour out suggestions.
The interested adult will find the following annotated list of books and magazines helpful as a nucleus of background information. He can, for example, become acquainted with the general problem in Ruth Benedict's book, Race; Science and Politics; in the article by Carey McWilliams, Minority Groups in the United States; and in the book by Brown and Roucek, One America. If the investigator prefers to effect an entrance into the problem through a general study of prejudice, the following are enlightening discussions: What the Emotions Do to Our Thinking by Thomas Briggs, The Bigot in Our Midst by Gordon Allport, and The Art of Straight Thinking by Edwin Clarke. Because of the revival of the Ku Klux Klan in Georgia, perhaps the religious aspect of better relations is the reader's chief concern. Catholics, Jews, and Protestants by Silcox and Fisher presents authoritative and accurate information. The Seminar
10
John J. Mahoney, For Us The Living. Harper Brothers, 1945.
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at Harvard in 1929 sets forth a penetrating analysis of rela- tions among Catholics, Jews, and Protestants. Jews in a Gentile World gives the views of Christians and Jews on anti-Semitism. All in The Name of God by Everett Clinchey traces the growth of intergroup conflicts in religious fields. At present, "the color line is the 'hot' American problem and also an explosive world problem. The most widely quoted study in this field is An American Dilemma by Gunnar Myrdal. This has been ably condensed in a pamphlet entitled: The Negro in America by Maxwell Stewart. A temperately presented piece of work is The Race Question and the Negro by John LaFarge. Thinking people agree with the views of H. G. McGinnis in his Negro Digest article entitled Why Bigotry? when he warns that unless the United States ends the myth of Negro inferiority, she will place in the hands of unsympathetic nations a powerful weapon against our leadership in world affairs.
Using these signposts as guides, or exploring his self-chosen avenues of interest, the adult desirous of con- tributing a healthy and informed viewpoint toward the problems of the atomic age, is invited to sample the appended readings.
11
America, March 30, 1946." Theatre Column"by Theophilus Lewis.
p. 662.
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Adamic, Louis. FROM MANY LANDS
Harper and Brothers: New York, 1940
Fiction with the ring of truth portrays the problems of American groups about which we might otherwise be ignorant: Doctor Eliot Steinberger, Manda from Croatia, Ma and Pa Karas from Bohemia, and the Finnish Americans, for example. "A Young American with a Japanese Face" is poignantly written.
Benedict, Ruth. RACE: SCIENCE AND POLITICS
New York: Modern Age Books, 1940.
A noted anthropologist shows that the facts of race and the claims of racism are widely divergent. Part I deals with race, migration, hereditary traits, and superiority of races. Part II presents the history of racism, nationalism, and class conflicts. Chapter VI "Who is Superior?" contains attention-attracting facts about the physiological, psycholo- gical, and cultural aspects of mankind.
Brown, Francis and Joseph Roucek. ONE AMERICA
New York: Prentice Hall Inc. 1945.
This scholarly book, written from a sociological viewpoint, gives a systematic evaluation of the contributions of each minority group to the total cultural life of the United States. Each of the five divisions of the work interprets a phase of the problem through the medium of essays written by experts. Attention is called to some unusual findings in Chapter XXX "Changing Attitudes Through Classroom Instruction"
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and Chapter XXXV, "Future Steps Toward Cultural Democracy." An extensive bibliography for each minority group is helpful for further study.
Clarke, Edwin. THE ART OF STRAIGHT THINKING
New York: D. Apple ton Company, 1952.
A primer of scientific method for social inquiry. Since prejudice is a principal obstacle to scientific thinking, its removal is important. Chapter II lists five specific causes of prejudice and discusses why prejudice is difficult to eliminate. Chapter III, "Cures and Preventives of Prejudice" is valuable. Reports of psychological experiments add interest.
Clinchy, Everett. ALL IN THE NAME OF GOD
New York: John Day Company, 1934.
Impartially, the author traces the history of inter- group conflicts in America, listing the persecutions which were done "all in the name of God." Chapter I, "Our Dismal Heritage" begins one hundred years ago with the burning of the Ursuline Convent in Charlestown. Other notable chapters are VIII, "Klan and Church Schism," XI, "Rise of Anti-Semitism in America" and XIV, "Cultural Pluralism."
Graeber, Isacque and Stewart Britt. JEWS IN A GENTILE WORLD
New York: MacMillan Co. 19*2.
Experts from many fields - sociology, anthropology, psychology, history, and philosophy - discuss the problems of
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anti-Semitism. Over half the writers are Gentiles. Noteworthy are Part III on "The Origin of the Anti-Semitic Attitude" and Part VI on "The Mirage of the Economic Jew."
Hansen, Marcus. THE IMMIGRANT IN AMERICAN HISTORY
Mass: Harvard University Press, 1940.
Successive waves of immigrants brought varying contributions to the American way of life. The effects of religion are especially well-drawn in these essays. Chapter VI "Immigration and American Culture" and Chapter VI "Immigration and Democracy" are very well presented.
Johnson, Charles. GROWING UP IN THE BLACK BELT
American Council on Education Washington, D.C., 1941
Such devices as life history documents, family case
studies, interviews, and psychological tests have been used to
show the effects upon the personality of rural Negroes in their
membership in a minority group. Chapter XI "Relations with
Whites" is significant.
LaFarge, John. THE RACE QUESTION AND THE NEGRO
New York: Longmans Green, 1940.
What race is - the present status of the Negro - economic opportunity - social equality and intermarriage - education-foibles and fallacies - these are temperately pre- sented in this Catholic view of interracial justice.
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Lasker, Bruno. RACE ATTITUDES IN CHILDREN
New York: Henry Holt and Company, 1929.
Filled with personal accounts of problems in human relations, this voluminous study discloses the bases of social disharmony. Race attitudes in children, how they are acquired, and where they are taught, bring out specific discussions of such topics as racial instincts, race pride, and influences in and out of school. Part IV "How May Race Attitudes Be Modified?" is most significant for educators.
Locke, Alan and Bernard Stern, editors. WHEN PEOPLES MEET
New York: Committee on Workshops, N.E.A., 1942
A stimulating source book of writings from innumerable authors, this study of race and culture contacts has a most helpfully detailed table of contents. Attention is called to "Negro Character as Seen by White Authors," "Sources of Anti- Semitism," and "Unorthodox Race Doctrine in Hawaii."
Mead, Margaret. AND KEEP YOUR POWDER DRY
New York: William Morrow, 1942.
An anthropologist suggests what Americans must do if they wish to build the world anew. She discusses differences among peoples which she shows are due to culture and not to race; she suggests ways of blending innovation and conformity; and she exposes the strengths and weaknesses of American charac ter in contrast to more primitive peoples. "We Are All Third Generation" is of great interest.
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Myrdal, Gunnar. AN AMERICAN DILEMMA
New York: Harper and Brothers, 1944,(2 Vols.)
One finds here exhaustive reports on every aspect of the Negro situation: leadership, personality, theories, organi- zations, churches, schools, press, and institutions. Chapter 41, Vol. 2, discusses the development of education in the South, white attitudes toward Negro education, industrial versus classical education, and present problems. The book is widely quoted and used as a reference,
Negro in Chicago. STUDY OF RACE RELATIONS AND A RACE RIOT
Chicago Commission on Race Relations Illinois: University of Chicago Press, 1922.
Made vivid with numerous illustrations and maps,
discussions center about such vital points as the following:
Chapter III, "Migration from the South," Chapter V, "Negro
Housing Problem," Chapter VI, "Racial Contacts" ( schools ) ,
Chapter VII, "Crime and Vicious Environment," Chapter VIII,
"Negro in Industry" (labor unions), Chapter IX, "Public Opinion
in Race Relations" (segregation, riots, and publicity).
Ottley, Roi. NEW WORLD A- COMING-
Boston: Houghton Mifflin Company, 1943.
Subtitled Inside Black America, this exposition of
Negro nationalism is a revelation done in fascinating prose.
Harlem, the National Association for the Advancement of Colored
People, William Trotter who was elected to Phi Beta Kappa at
Harvard, Father Divine, implications of the F.E.P.C., and
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the "Pittsburgh Courier" are some of the topics. See Chapter XVII, "Who Are the Negro's Leaders?" and Chapter XX, "Executive Order #8802."
Silcox, Claris and Galen Fisher. CATHOLICS, JEWS, AMD
PROTESTANTS
New York: Harper and Brothers 1934.
The Institute of Social and Religious Research has published this wealth of accurate information to replace rumor and impression. The anatomy of anti-Semitism, social clubs, political life, and immigration are sample topics. Chapters V and VI on Elementary, Secondary, and Higher Education discuss Jewish educational policy, parochial schools, released time for weekday religious education, prosely tijsation, and tolerance. Chapter X, "Is This a Protestant Country?" contains points worth noting.
Wise, James and Lee Levinger. MR. SMITH MEET MR. COHEN
New York: Reynal and Hitchcock, 1940.
Thought-provoking and highly ihformative, this book stresses the heterogeneity of Jews, and discusses the contribu- tions of Jews such as David de Leon, Samuel Gompers, Julius Rosenwald, Franklin P. Adams, and Dorothy Parker. Especially recommended are Chapter VII, "Jews Who -," Chapter IX, "Organizations and Leaders," Chapter X, "What is a Jew?" and Chapter XIII, "Why Anti-Semitism?"
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BULLETINS - PAMPHLETS - PERIODICALS - REPRINTS
Allport, Gordon.
"THE BIGOT IN OUR MIDST11 The Commonweal, October 1944
After this penetrating analysis explains what a bigot is, the faults of his philosophy, and his propensity for scape- goating and for projection, it sounds a warning for the post-war years.
Allport, Gordon.
"POLICE AND MINORITY GROUPS" Boston Police Department
This thoroughly informative bulletin, gives the background for racial and religious friction, with means for prevention of outbreaks by cooperation with the press, schools, and social agencies. Cases for study are included.
Baker, Emily.
"DO WE TEACH RACIAL INTOLERANCE?" Historical Outlook, February, 1953.
A forceful presentation of ways in which teachers un- consciously implant prejudice in lessons dealing with such groups as the Spanish. Ways of preventing this damage are given.
Briggs, Thomas. "WHAT THE EMOTIONS DO TO OUR THINKING"
Teachers College Record. February, 1935.
Why do such words as communist, priest, Nordic, or ghost arouse one set of feelings in Tom and an entirely different
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set in Bill? Does education make emotionalized attitudes more or less potent? Do emotions condition receptivity to ideas? Here are all the answers.
Carter, Thyra. "RACIAL ELEMENTS IN AMERICAN HISTORY TEXTBOOKS"
Historical Outlook, April, 1931. "
A study of representative texts shows that the non- English groups have not received sufficient attention.
Chapman, Emmanuel. "ANOTHER BLARE OF BIG-OTRY AGAINST
BENIGHTED CATHOLICS" America I June 26, 1940.
Is the Ku Klux Klan still active? What self-styled "leading anti-Papal publishing concern" contends that Catholics tried to assassinate Lincoln? Why are Howard B. Rand, Gerald L. K. Smith, Gerald Winrod, and James Vance considered haters of Catholics? Dr. Chapman gives some astonishing facts.
Currier, Isabel. "PREJUDICE AMONG THE UNPREJUDICED"
Common Ground, Spring, 1945.
A revealing survey discloses that not only are anti- Catholic prejudices rampant in Boston among the old line inhab- itants but also among the so-called liberal elements. Miss Currier believes that bias is "the fruit of mental indolence."
s
Cushing, Richard. "ARCHBISHOP WARNS JEWS AND CATHOLICS
OF DISCRIMINATION" Reprint Boston Globe, May 5, 1945.
The Catholic Archbishop of Boston, speaking before the Jewish Ladies' Auxiliary, points out common enemies of the Jewish and Catholic faiths, enemies which hide behind the standard of democracy.
Doyle, Thomas. "THE SIN OF ANTI-SEMITISM"
Catholic World, July, 1940.
The affinity between Judaism and Christianity is stressed. Thorough refutation of the charge that Jews exercise undue control over economic matters is presented. Cultural contributions of the Jewish people are cited.
Doyle, Thomas. "WE SPIRITUAL SEMITES"
Extension Ma ga z in e , February 1942.
Enumerating the ways in which anti-Semitism finds expression in the social, political, business, and scholastic worlds, the author points out that this hatred and stupidity will inevitably degenerate into diabolism unless courageous Christians unite to fight the enemies of the Jewish people.
Education for Brotherhood. INTERNATIONAL JOURNAL FOR
RELIGIOUS EDUCATION Special Number, February, 1944.
Fallacies of prejudice on race and religion, the new
day which is coming for Negroes in the United States, our
Japanese fellow citizens, Jews working for brotherhood, how to
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plan for intercultural education, - these are samples of the stimulating articles.
Fine, Benjamin. "THE SPRINGFIELD FLAN FOR EDUCATION
AGAINST INTOLERANCE AND PREJtJDlCEfr The Menorah Journal , 1944.
Abounding with specific incidents of intergroup harmony which has resulted from the impact made by the whole- hearted effort of the Springfield plan, this readable article gives definite details of all phases of the program.
Fine, Benjamin. " TOTAL WAR ON INTOLERANCE"
Liberty, March 4, 1944.
Here is the Springfield Plan, that dramatic experiment for the uprooting of racial and religious prejudice: - how the city was selected - how the plan operates - what groups participate - what results have been obtained.
"HITLER'S WAR ON THE CATHOLIC CHURCH11
Look Magazine, December 29, 1942
January 2, 1943
Little known facts concerning the persecutions and
degradations forced upon the Catholic clergy and laity in Nazi
dominated lands are here documented.
"HUMAN RELATIONS"
The Christian Century, January 21, 1931.
Points of similarity between Judaism, Protestantism, and Catholicism, how we can convert our emotions by finding it
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attractive to love people, why one author believes we will always have prejudice - these are thought-provoking.
Hurley, Doran. "IRISH PERSECUTIONS IN AMERICA"
American Mercury, May, 1939.
Early Irish immigrants, treated as pariahs, were persecuted by having their religious institutions burned. Many even paid with their lives. The author warns present day Irishmen not to indulge in similar persecution of present day minorities.
Hurwitz, Francis. "NOT SO FUNNY AFTER ALL"
Christian Leader reprint
Dealing with snide anti-Semitic doggerel, this article is valuable as a warning against propagandists. An excerpt from Quentin Reynolds on Jewish contributions is given as an antidote.
Johnson, Alvin. "GOODWILL TO MEN"
Atlantic, December, 1933.
The author poses a question and answers it: "What is the nature of the Jewish problem in normal times?" He shows why it is not a question of religion, race, or character. Deserves attention.
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"LET'S FACE THE RACE QUESTION" - Town Meeting Bulletin
February, 1944.
A radio forum with audience questions on the Negro problem of the South and whether its best solution lies in Federal or State laws, is impressively discussed by Langston Hughes, Carey McWilliams, John Graves II, and James Shepard.
Littell, Norman, Asst. U. S. Attorney General.
"NAZI CONSPIRACIES IN THE U. S. " National Committee Against the Persecution of the Jews. 1944.
A devastating expose reveals the German invasion of
American business by cartels and the muddying of other fields
by race hatred campaigns. Mr. Littell, giving names and facts,
queries, "Which way, America?"
Marshall, James. "THE ANTI-SEMITIC PROBLEM IN AMERICA"
Atlantic Monthly, August, 1941.
Mr. Marshall emphasizes variations among members of the Jewish group injorder to explode the stereotyped "Oriental theory." He shows why "the Jewish problem in America" is a detrimental label.
McGinnis, H. G. "WHY BIGOTRY?"
Negro Digest, December, 1943.
Three sources of racial bigotry against the Negro are
cited. This article warns that unless we end the myth of
Negro inferiority, we shall place in the handsof unsympathetic
nations a powerful weapon against our leadership in world affairs.
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McWilliams, Carey.
"MINORITY GROUPS IN THE U. S. " Ort Economic Review, August, 1944.
An interesting explanation of the inconsistent
American attitude toward minority groups, places the blame on the bias of our culture. We have insisted upon swift adjust- ment to the dominant pattern of white, Protestant, and Anglo- Saxon. A harmful result on the dominant group is cited to- gether with some suggested adjustments.
"MINORITY PEOPLES IN A NATION AT WAR"
German, Italian, Latin American, and Hawaiian are treated in addition to extensive essays on the Negro. Provocative titles, as "Should the Negro Care Who Wins the War?" makes this journal important.
In addition to stories of little known Negro leaders, such as Martin R. Delaney, James T. Holly, Mifflin W. Gibbs, and Stansbury Boyce, this informative magazine has an article on "The Political Progress of the Northern Negro, 1932-1936."
Annals of the American Academy of Political and Social Science September, 1942.
Such groups as the Indian, Filipino, Puerto Rican,
NEGRO HISTORY BULLETIN
May, 1941.
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Playfair, W. E. "HQQDLUMISM IN BOSTON"
Boston Herald, August 14-21, 1944.
Is Boston anti-Semitic? What do the records show? What has been proved about the "race riots" reported by P.M. and other big city newspapers? Here is the story from Boston's viewpoint.
Propaganda Battlefront. "FRIENDS OF DEMOCRACY"
May 29, 1943.
The Middle West reflects anti-Semitism and anti- Russian agitation but two changes of attitude toward the British and Japanese are hopeful signs.
Ross, Reverend J. Elliot. "CATHOLICS AND ANTI-SEMITISM"
Ecclesiastical Review, May, 1939.
Aside from the purely egoistic reasons of self-interes the Catholic suffers spiritual degeneration and refutes the basic tenets of his religion if he indulges in anti-Semitism. Not only was Christ a Jew, but Judaism prepared the way for Christianity.
Ryan, Henry. "THE JEW AS A PATRIOT"
Park Square Building Print.
In all ages, History places the Jew among the most generous and public spirited citizens: Haym Salomon, Isaac Franks, Aaron Lopez, Manuel Noah, Judah Touro, and Uriah Levy, are examples.
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Scheiberling, Edward. " TOLERANCE IS AMERICANISM"
American" Legion Magazine, April 1945.
No one but God knows whether the Unknown Soldier is a Jew, a Gentile, or a Negro. He is a symbol of that tolerance which distinguishes the true American.
SEMINAR AT HARVARD. Calvert Round Table of Boston, 1929.
This penetrating analysis of relations among Catholics, Jews, and Protestants revolves about the thesis that "he who holds convictions of absolute infallibility of his own faith does not question the equally sincere conviction of those of different faiths." Among the addresses are included ones by A. Lawrence Lowell, Rabbi Harry Levi, and Michael J. Ahern, S.J.
Smertenko, Johan. "HITLER ISM COMES TO AMERICA"
(organized anti-Semitism in the U.S.) Harpers , November, 1933.
Although this article is dated 1933, the issues are still vital. It answers such questions as these: "How long has prejudice against the Jews in the United States been markedly noticeable?" "Has anti-Semitism ever been a political movement?" "Who organizes the anti-Semitic movements?"
Spellman, Archbishop Francis. "BIGOTRY IS UN-AMERICAN"
American Magazine, 1944.
Even today, we find true the words of a saddened Lincoln who grieved that we declare all men equal except
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jjegroes, foreigners, and Catholics. Our vocation calls for a sense of brotherhood, a belief in America.
Stewart, Maxwell. "THE NEGRO IN AMERICA"
Public Affairs Pamphlet #95, 1944 (Summary of "An American Dilemma" by Gunnar Myrdal.)
A Swedish scientist, looking impartially at the Negro in America, finds among hundreds of important facts, the following: (1) Ignorance about the Negro is widespread. (2) People believe the Negro inferior because they want to do so. (3) Most Negroes are poor. (4) Teaching and the ministry are about the only positions open to the professional man. (5) Educational discrimination is widespread except at Harvard, Chicago, and Columbia. (6) Rules of segregation differ widely, (7) Social taboos are paramount.
"THESE ARE THE FACTS" National Jewish Welfare Board
Figures to March 1945.
Jewish participation in World War II produces im- pressive figures; for example, of 500,000 men in uniform, 30,000 have been reported casualties.
"TO PARENTS - A MESSAGE" Springfield Public .School System 1944,
By means of questions and answers, the basic points of the Springfield program of education for democratic citizen- ship are presented. A listing of units for classroom study and
the place of this training in general education are worth noting.
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" UN I TED WE'LL STAND" Journal of Educational Sociology
February, 1943.
This issue illuminates the problem of intergroup relations and provides materials for their solution. Here one may become acquainted with the thoughts of such outstanding writers in the field of intercultural relations as Everett Clinchy, Louis Adamic, Stewart Cole, Langs ton Hughes, and Alice Halligan.
Verona, Sister M. "DIFFERENCES BETWEEN BLACK AND WHITE"
Catholic Digest, July, 1944.
Directed especially to teachers in Catholic schools, this understanding article is presented as a challenge to intellectual honesty. Did you know that a Negro piloted the "Nina"? Did you know that preference was once given to colored contractors because of their superior skill? Did you know that Martin de Porres is about to be canonized as the first Negro saint by the Catholic Church? Points of view expressed are different from the usual,
"WARTIME EMPLOYMENT OF NEGROES IN THE FEDERAL GOVERNMENT"
Committee on Fair Employment Practice.
An enlightening document giving extensive facts and figures on employment in various Federal departments. For example, Negroes total 12% of all Federal workers.
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11 WHEN FAITH MEETS FAITH" The Christian
Liberal Journal of Religion, 1931.
At Wellesley College in 1951, an inter-faith seminar accomplished much toward the promotion of understanding and goodwill among the various creeds. Here are controversial issues presented logically by experts of all faiths.
Willkie, Wendell. "THE CASE FOR THE MINORITIES"
Saturday Evening Post, June 27, 1942.
Minorities are rich assets of a democracy because they stimulate new ideas. Therefore, apart from reasons of justice and humanitarianism, it is common sense to safeguard minority rights.
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III.
PROFESSIONAL MATERIALS FOR THE EDUCATOR
"What are the responsibilities of teachers today? They are needed to restore sanity to a troubled world; they are needed to bring order out of chaos; they are needed to develop a world in which men can live in peace, in harmony,
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one with another."
The role of the educator is thus conceived to be so important because he reaches the great mass of students whose minds, when cleared of ignorance, and impregnated with unaer standing, will bring to fruition the dream of a single amicable world. In a limited sense, astronomers have attained this ideal because they exchange information and mutual re- spect regardless of nationality, race, creed, or religion. This proves that the aim is not an impossible one. Also, a trend toward the knitting of diverse countries into a more integrated pattern was evidenced prior to the war when ^800,000 was spent for international broadcasting. The first real approach to a definite international goal among educators came when, in November 1945, the United Nations Educational, Scientific, and Cultural Organization, known as UNESCO, was proposed to promote international understanding. The theme of the work, as stressed in The American Forum of the Air on June 1, 1946, is "Peoples Speaking to Peoples."
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Fine, Dr. Benjamin, Teachers * Leaders in Thought and Action
American Unity Magazine, ( April, 1946Xp.3
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Th e important points for the promotion of unity include the exchange of 50,000 students annually, summer institutes for teachers, a world university, international Civil Service, model projects such as libraries, museusm, and demonstrations, an international radio network, and regional centers, - all for the purpose of exchanging edu- cational materials around the world. When twenty countries ratify UNESCO, a National Commission will act as a sounding board for unified world-wide education. Forty-one nations were in favor of the Constitution. Seven have so far passed the bill. The United States favors this International De- partment of Education which will mean that education knows no barriers. The douse of Representatives has passed the act and the Senate now has it under advisement. With this system, the whole world will not only know what is going on in educational circles all over the world but can act as a deterrent against the teaching of philosophies destined for world friction. This organization will also serve as a liason with the Atomic Commission.
Educators, therefore, more than ever have the re- sponsibility not only of becoming prejudice-free themselves, but of studying specific procedures for toning down the bias in those under their tutelage. If the United States is to send masses of students abroad each year, these youthful representatives must know how to cooperate with people of all
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types and they must necessarily be able to discuss with in- telligence the variegated aspects of groups at home. In turn, an influx of students from abroad means that educators must work to produce constructive attitudes in the people of our own country, particularly in the students who will have the closest contacts with the strangers in our lands. How to capture nebulous ideas of harmony and convert them into productive teaching material calls for expert advice. A basic book on this sub.iect is For Us The Living by John J. Mahoney. Here, the educator will find pithily expressed, a well-rounded view of social democracy, definite ideas on the presentation of the subject, listings of books to investigate, and a most valuable tabulation of good-will organizations. Intercul tural Education in American Schools by Vickery and Cole |
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is considered a basic text on the subject. Race and Cultural Relations by Benedict and Ellis is authoritative and important. They See for Themselves by Spencer Brown gives a wealth of suggested approaches. One God by Florence Fitch implements with beautiful illustrations an explanation of some creedal differences. American Unity, published monthly by the Council Against Intolerance in America, is an indispensable part of every educator's equipment. An American Answer to Intolerance, a most helpful teacher's manual, suggests specific procedures for overcoming intolerance. Out of the Many - One proposes a practical plan for intercul tural education and lists ways in |
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which the Bureau can help the educator. How one city has succeeded in translating these ideas into practical living is given in the account of the Springfield Plan, Your Town Could Do It, Too, by Helena Smith. The interested educator will find other professional helps in the following annotations
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AMERICANS ALL - STUDIES IN INTERCULTURAL EDUCATION
Washington: Department of -Supervisors and Directors of tiie N.E.A., 1942.
Famous men from all the countries of the world - Barry, Ericson, Knudsen, Bell, Tesla, Pulitzer - have made our country- great. The way must be kept open to all.
Benedict, Ruth and Mildred Ellis. RACE, and CULTURAL RELATIONS
America's Answer to the Myth of a Master Race N.E.A. Association, Washington,. 1942,
Authoritatively presented by a noted anthropologist and an experienced teacher are the f ollov/ing: a history of racism, a detailed study of difference among mem bers of each race, suggested intercultural activities, evaluation of attitudes, and a professional bibliography.
Brown, Spencer. THEY SEE FOR THEMSELVES
New York: Harper and Brothers, 1945.
A documentary approach to intercultural education, this invaluable guide gives a wealth of suggestion for elemen- tary and high school work. Examples are the living newspaper and samples of plays. Note especially, Chapter III on "Fact Finding" and Chapter IV on "Discussion."
Davis-Dubois, Rachel. GET TOGETHER AMERICANS
Harper and Brothers, 1943.
Written for group leaders in intercultural education, this book is intensely practical because it reports actual
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experiences in the use of the Neighborhood-Home Festival. Chapter IV on the role of the leader and Chapter II on methods of developing the festival in Churches, Americanization classes and community projects are most valuable.
Drabinowicz, Stanley. ART APPRECIATION AS A MEDIUM FOR
INTERC JLTUitAL EDUCATION . Harvard Workshop, 1944."
Specific things to do are suggested for the develop- ment of inter-group harmony through art work. The ideas are for all grades but they are aimed particularly at high schools. An annotated bibliography for students is useful.
Fitch, Florence.
ONE GOD - THE WAYS WE WORSHIP HIM
New York: Lothrop, Lee and Shepard Company
1944.
Magnificent illustrations with simple descriptions of the different ways in which Jews, Catholics, and Protestants worship the One God include Torahs, Bar Mitzvah, Menorah, Ordination, Mass, Confession, Bible Study, Episcopal Baptism Ceremony, and varieties of Protestant Churches. Because dif- ferences in creeds are discussed, this should be used by the teacher with discretion.
Girault, Willia. LET'S ALL BE AMERICANS
Harvard Workshop, 1944.
This unit is aimed at developing better relations with our Spanish speaking peoples, especially with the Mexicans.
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Study skills, films, maps, fiestas, biographies, field trips, and check sheets on racial attitudes are utilized.
Ha skin, Sara. THE UPWARD CLIMB
A Course in Negro Achievement.
Council of Women for Home Missions, 1927.
Written in language suitable for young people, several stories of Negroes who have achieved prominence - George W. Carver, Roland Hayes, and William DeBerry, for example - are supplemented by suggestions for use, objectives, class dis- cussions, and projects.
Holbrook, Sabra. CHILDREN OBJECT
New York: Viking Press, 1943.
How the Youthbuilders Organizations accomplish the making of intelligent Americans by evoking enthusiasm among young people through the use of glamor is a fascinating tale. Note the revelations in Chapter X - "Converts from the Gleichschaltung," Chapter VI "Black and White," Chapter IX "Stinkers," and Chapter X "Now You Do It."
Mahoney, John J. FOR US THE LIVING-
New York: Harper and Brothers, 1945.
"Better living together in the democratic way. That goal should have supreme significance for us, the living." Around these words, the author has built a deeply thoughtful, fact-filled book, original in treatment and irradiated with
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whimsical humor. Prejudices, their origin, their four signi- ficant causes, their interference with social democracy, and their elimination through specific procedures constitute an important phase of the book. Suggested chapters are: IX, "Social Democracy, Ideal and Reality;" X "Concerning Prejudices XIII, "Ten Civic Objectives" (especially 7 on "Intergroup Understanding, Respect, and Good Will"); and XIV, "Suggested School Procedures." Also valuable are listings of books to read, studies to pursue, and good will organizations with which to become acquainted.
McLellan, Mary and Debonis, Albert. WITHIN OUR GATES
New York: Harper and Brothers 1940.
These writings are modern. Pearl Buck's "On Discovering America" and Will Irwin's "The Pleasures of Hate" are noteworthy. Fictional works about the Mexicans, Irish, and Italian groups involve dialect which may be used with discretion by the teacher.
NEW TOOLS f OR LEARNING ABOUT WAR AND POSTWAR PROBLEMS
New York: New Tools for Learning, 1944.
This guide to films, pamphlets, and recordings is valuable for teachers, speakers, and group leaders. An annotated listing aids one to know that "Henry Browne, Farmer" is about a Negro family, and that "Happy Childhood" is a study of child care in Russia.
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Scollin, Marie. AN OUTLINE FOR A STUDY DISCUSSION GROUP IN
AREAS OF INTERCULTURAL EDUCATION Harvard Workshop, 1944.
Using the Parent- Teachers ' Association as a medium for promoting inter-group understanding, the author presents objectives, activities, and conclusions to be attained. Methods of procedure in developing the following topics are given: "As Anthropology Sees Us," "Scapegoating, " "The Puerto Rican, "'and "The Springfield Plan."
Vickery, William and Steward Cole. INTERCULTURAL EDUCATION
IN AMERICAN SCHOOLS Proposed Objectives and Methods. New York: Harper and Brothers, 1943.
Known as the "little Bible of intercultural education," all of the book is worth reading. Chapter III emphasizes who does the planning, how the program is planned, and how the unit objectives are derived. Chapter IV selects and organizes by grades the materials to be used. Chapter V stresses techniques and out-of-class procedures.
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BULLETINS - PAMPHLET© - PERIODICALS - REPRINTS
Allport, Gordon.
"IS INTERGROJP EDUCATION POSSIBLE?" Harvard Educational Review, March 1945.
A Harvard psychologist presents four telling points to support his thesis that intergroup education not only is a possibility, but that since general education tends to decrease bigotry, specific intercultural education will act as a true preventative against prejudice.
"AMERICAN UNITY"
Council Against Intolerance in America 17 East 42nd Street, New York 17. Various issues (free to educators)
This monthly educational guide keeps educators in touch with the latest developments in intercultural education, suggests new books on the subject, and gives insight into the handling of inter-group situations by printing actual experi- ences of teachers in schools all over the nation.
"AN AMERICAN Ai\SVtfER TO INTOLERANCE" Teachers' Manual #1
New York: Council Against Intolerance in America .
This practical booklet suggests four approaches for
the overcoming of intolerance. Specific procedures are given.
Information on minority group leaders is contrasted with the activities of subversive elements.
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" BROTHERHOOD OF GOOD MEN - CAN WE HAVE IT IN OUR TIME? "
American Unitarian Association
Try the test entitled, "A Formula for Fairness," Note the ideas presented under "Education and Action."
Butler, Jane.
"A COMMUNITY DEMONSTRATES DEMOCRACY" (Springfield Plan) Parents Magazine Reprint, 1944.
Familiarity with the beliefs, the skills, and the customs of others has obliterated outstanding causes of prejudice in Springfield, Massachusetts.
Caliver, Ambrose.
"SOURCES OF INSTRUCTIONAL MATERIALS QN THE NEGRO1"
U.S. Office of Education, Washington
This exhaustive list provides a selected annotated list of books, pamphlets, articles, films, scripts, and exhibits suitable for instructional use in elementary, secondary, and college levels, and for teachers.
Chatto, Clarence.
"AN EXPERIMENTED! HUMAN RELATIONS" (Springf ieloTPian) Massachusetts Teacher, March 1945
Approaches through democratic living and through an integrated curriculum are producing results with children. The community is reached through adult -schools, parent- teacher groups, and publicity through newspaper and radio channels •
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GOVERNOR'S COMMITTEE FOR RACIAL AND RELIGIOUS UNDERSTANDING
Public Policy Pamphlet, 1944.
This report tells of the investigations of discrimina- tion in industry, of classroom units prepared for introduction into church schools, the publication of "A Bulletin for Police Administrators," plans for the publication of a news letter, and legislative enactments affecting race, color, creed, and nationality .
Halligan, Alice. "A COMMUNITY'S TOTAL WAR AGAINST PREJUDICE"
journal of Education, 1945.
A straightforward account of Springfield's war on intolerance and the foes of democracy. Why the city was selected, how the program developed, and what the years have accomplished are ably discussed.
Hanmerstein, Oscar II. "THE MYTH THAT THREATENS AMERICA"
Writers' War Board
A provocative kit contains (1) lyrics about stereo- typed minorities, (2) "Education Please" quizzes with such questions as "Why would Rudyard Kipling be an Inappropriate speaker for a tolerance program?" (3) five speeches such as Eric Johnston's "Prejudice is Bad Business."
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IMPROVING RACIAL UNDERSTANDING AND RESPECT FOR RELIGIOUS DIFFERENCES THROUGH EDUCATION - Report of the Conference of
Superintendents of Schools, Bridgewater, Massachusetts, April 20, 1944. *
The Commission states that wholesome intergroup attitudes are the outcomes at which education aims. The nature and scope of the problem, the relationship of the community and of the schools to the problem, are ably pre- sented. An excellent bibliography is appended.
Newsletter - "GOVERNOR'S COMMITTEE TOWARD RACIAL AND RELIGIOUS UNDERSTANDING IN MASSACHUSETTS. " March, 1945.
This is an admirable way in which to become acquainted
with the organizations which are working to promote intergroup
goodwill. It summarizes the accomplishments of many active
groups and lists suggested readings.
OUT OF THE. MANY - ONE - A Plan for Intercultural Education
Bureau for Intercul tural Education, New York, 1944.
What all of us, as individuals, as educators, as
parents, or as religious and civic leaders can do to oppose
discrimination, is implemented by ways in which the Bureau of
Intercultural Education can help interested persons.
RELIGIOUS BOOK LIST - National Conference of Christians and
Jews, 1944.
Here are guides to readings in the field of Jewish, Catholic and Protestant creeds with special sections devoted to children.
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Roucek, Joseph and Alice Hero "THE _IMMIGRANT IN FICTION and Jean Downey AND BIOGRAPHY11
Bureau for Intercul tural Education, 1945.
This annotated bibliography of books acquaints us
with the people of foreign lands who settled here. Books
especially suitable for Junior High Schools are marked with
an Titles inspire curiosity: "Shoo-Fly Pie," "Yonie
Wondernose," "Calico Bush."
"SOME GOOD PRACTICES IN INTERCUL TURAL EDUCATION"
Religious Education April, 1944.
Three worthwhile articles suggest the linking of social action to any program for intercul tural education. "Even Unto The Youngest" shows how right attitudes are con- tagious. "Best Practices in Church and Synagogue Schools" demonstrates how joint enterprises have lessened community friction. "Best Practices in Secondary Schools" provides specific techniques.
Smith, Helena. "YOUR TOWN COULD DO IT, TOO"
Women's Home Companion, June 1944.
Citing the results of Dr. Granrud's ten years of practicing democracy in Springfield, this enjoyable account is studded with attention-catching examples of true tolerance.
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Smith, Mapheus. "SECOND REPORT ON CHANGES IN ATTITUDES
TOWARD THE NEGRO"
School and Society, April 3, 1943.
"The Hinckley Attitude Toward the Negro Scale" was used to test attitudes of college students taking sixty-four subjects. The results showed more favorable attitudes resulted while taking a course which included discussion of race dif- ferences and prejudice. Several charts give details.
SPRINGFIELD UNITS PREPARED BY THE BOAhD OF EDUCATION UNDER
SUPERINTENDENT GRANRUD
Provocatively titled and highly skilled in construc- tion, the great number of units include such blocks of work as "Education for Democracy," "Public Opinion and How It Is Formed," and "Adult Education."
SUPPLEMENTARY UNITS FOR THE COURSE OF STUDY IN SOCIAL STUDIES
Chicago
Under Superintendent Johnson's direction, this readable treatise has a wealth of information on Negro contri- butions in adventure, science, education, art, music, war, and labor - fields which have heretofore been generally neglected.
VALUABLE BOOKS ON THE NEGRO Associated Publishers Inc.
1940.
A comprehensively annotated bibliography lists about sixty worthwhile books such as The Negro in Our History, Five French Negro Authors, Negro in Sports, Negro Art, Music and Rhyme .
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Vickery, William and Helen Trager. ONE NATION INDIVISIBLE
State Council of Defense New York , 1944.
Suggested Programs for Elementary and Junion High Schools include field trips, community study, student work- sheets, discussion questions, and class projects.
Writers War Board (radio) "SCAPEGOATS IN HISTORY" 1944.
Radio Documentary by Ben Hagan
Writers War Board scripts are available without special permission for public performances of a non-commercial nature. This vivid dramatization traces the historical trend of scapegoating.
Writers War Board. " THERE ARE THINGS TO BE DONE11 1944.
Lillian Smith's pamphlet as dramatized for radio by Mitchell Grayson. A vivid portrayal of ways in which such groups as business men and Southern ladies are helping quietly in practical ways to overcome intolerance against Negroes.
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IV. Student Training for Harmonious Living
Is Youth interested in international harmony? "It has been noted that three out of four of the public that sought admission to the UNO sessions at Hunter College have been under twenty years of age. They did not come for entertainment; they symbolized the fact that youth is vitally interested in the movement for world organization. 11
What signs portend the truth of this observation? Last Autumn, there took place in London, a huge World Youth Congress in which young Communist leaders predominated. This will be followed during the summer of 1946 by a World Federa- tion of Democratic Youth in Paris. Last November, 1945, an International Student Congress of six hundred delegates from fifty-one nations met in Prague. This summer of 1946, will see the first post war congress of the World Student Christian Federation and also a summer session of International Student Service. Pax Romana, a Catholic international student move- ment, founded to create a spiritual unity among nations, will meet in Fribourg next August (1946). Youth all over the world is eager to contact youth for discussion of interests, the basis for international understanding. The United States ought to send representatives who will be at least as vocal as students from other lands. This means our schools must
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Operation University. John C. Murray. America, ( April 13,1946)
pp. 28-29.
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produce leaders. We have the potentialities. How shall the job be accomplished?
Naturally, constant exposure to ideas of equality among peoples, regardless of race, color, creed, or nationality is a basic requisite. This will predispose young citizens to open-raindedness, the first necessity for swaying others to one's point of view. An example of the work is the system being carried on in all grades of school at Springfield, Massachusetts. Engendering understanding and respect for groups unlike one's own begins in the kindergarten and extends out beyoni the high school into parent- teacher groups. In winter and summer courses at such universities as Boston University students ease into better relationships with other groups because these learners have been taught and have read enough to be emotionally conditioned toward tolerance. This is the ideal expressed in the preamble of the charter of the United Nations: "To practice tolerance and live together in peace with one another as good neighbors." As Professor Mahoney has so well expressed this idea: "Tolerance boils down to a sentiment of mutual respect held in common by people of differing aspirations, consecrations, convictions, social views. It implies no condescension. It is neither flabby, sloppily sentimental, nor weak-kneed.
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John J. Mahoney, For Us The Living, Harper and Brothers 1946
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Understanding of the varied groups in the United States means understanding of groups abroad. We are fortunate to have so many diverse elements in our amalgam. A youngster who tends to dislike intensely the English or the Jews or the Negroes because he has absorbed unconscious prejudice will find that because his reading has been directed into specified channels at school, or because he has found a few congenial fellowpupils in these groups, or because some instructor has unobtrusively pointed out the worth of these people, former antagonisms are replaced by constructive attitudes. If a student thinks well of the Italians in this country, he will find it easier to view with proper perspective, the events occurring during the present trying times in Italy. Thus, international open-mindedner, s replaces suspicion and mistrust.
Here are some suggestions for youthful readers. The best single book for the promotion of good will among varied groups is an intercul tural anthology, This Way to Unity by Herrich and Askwith. In prose and poetry, the best known writers in this field - Louis Adamic, Langston Hughes and the late President Roosevelt, for example - present telling thoughts. Students will be highly enlightened by the little book Probing our Prejudices ' by Hortense Powdermaker. This discourse is admirable, especially for high school students. Since about three fourths of the world is composed of people not belonging to the white race, the understanding of the
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Negro point of view is imperative. Edwin Embree is an out- standing writer on the subject. Thirteen Against the Odds by Edwin Embree will capture the admiration of young people because they admire success against handicaps. Here are Joe Louis, George Washington Carver, and Paul Robeson, three of the thirteen who attained fame in spite of what still appears to be the foremost deterrent to success: color. The honorable place of Jews in American life as shown in Americans All will be astounding to some young people who have been exposed to snide generalizations about this group.
Young people, who have grown up in a hurry-hurry atmosphere, who must chop their words into "natch" and "def," will often be interested more easily in short, easy-to-read articles or bulletins than in books. One of the leading booklets is The A B C's of Scapegoating. This is especially worthwhile because in these post war days with the return of the Ku Klux Klan horror, methods of combatting the evil are needed. The bulletin will give a basis for discovering scapegoating, wherever in the world it appears. Coincident in importance is the pocket-sized Public Affairs Pamphlet entitled The Races of Mankind by Ruth Benedict and Gene Weltfish. Activated drawings of "tall ones and short ones," plus intriguing captions, serve as an incentive to investigate the anthropological findings. Amateur thespians will like an adaptation of this, entitled Meet Your Relatives by Weltfish
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and Nirenberg. This has a jive vocabulary and jingling rhymes aimed at the fancy of the hubba-hubba set. Comic book format, having overcome by youthful popularity the frown of conserva- tive educators, sets forth in They Got the Blame by Kenneth Gould, the historical growth of scapegoating. This will need no "selling" by educators. Jews in America, the results of an impartial survey the editors of Fortune magazine made, will explode the myth of the economic Jew. Even the editors were surprised at their own findings. Ways of easing race tension is most ably and definitely discassed by Lillian Smith in There are Things to Do. Finally, in Prejudice: Our Postwar Battle , students will find the evils of prejudice listed - segregation, poverty, and violence. Here, they will discover that suggested cures will influence their thinking in domestic and international affairs: exposing lies, passing legislation against discrimination, extending equality of opportunity, giving wider education, and knowing one's neighbor. Is not this the aim of the United Nations?
Below are more pamphlets and books suitable for student perusal.
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Cottler, Joseph and Haym Jaffe. HEROES OF CIVILIZATION
Bos ton: Little Brown and Company, 1940.
From every nation come these heroes whose common weapon is Reason, used against the enemy of Ignorance. Antoine Lavoisier, Sir Humphry Davy, Johannes Gutenberg, Gregor Mendel, and Luther Bur bank, for example, are vividly portrayed.
Embree, Edwin. AMER ICA N_ NEGR PES
New York: John Day Company, 1942
"Half Nazi, Half Democrat" is the most thought - provoking chapter in this informative book. After enumerating the fallacies relating to the treatment of colored citizens, Mr. Embree forcefully sets down w.hat the "Negroes want and are entitled to demand." "Making a Living" gives enlightenment on job statistics.
Embree, Edwin. BROWN AMERICANS
New York: Viking Press, 1942.
In a series of essays, the author gives the high lights about one-tenth of our population. Portraits of Booker T. Washington, Mrs. Mary Bethune, and John G. Fee, show crusaders in action. Chapter IV on "Keeping Alive in the New Environment," and Chapter XI on "Sharing in Democracy" are especially recommended.
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Embree, Edwin. THIRTEEN AGAINST THE ODDS
New York: Viking Press, 1944.
Thirteen outstanding Negroes from as many fields, who have achieved success, elicit admiration: Joe Louis - "Champion of the World," Robeson - "Voice of Freedom," George W. Carver - "Ambassador of good will between the races and distinguished scientist," and Langston Hughes - "Shakespeare in Harlem" are superlative studies.
Herrick, Arnold and Herbert Askwith THIS WAY TO UNITY
New York: Oxford Book Co. 1945.
For the promotion of goodwill among racial, religious and national groups, no educative force could be more powerful than this intercul tural anthology. Thoughts in prose and poetry from such well known figures as Edwin Embree, Emma Lazarus, Louis Adamic, Langston Hughes and Ruth Benedict are combined with projects, questions, and suggestions for drama- tics, field trips, exhibits, investigations, radio listening, and oral reports. It is suitable as a text in English and the social studies.
Jackson, Ada. BEHOLD THE JEW
New Y0rk: MacMillan Company, 1944.
Artistically, the poet weaves her tapestry of Jewish backgrounds, setting off the great names of music, of litera-
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ture, and of medicine against the quiet kindnesses of unknown Levys and Cohens, - her purpose being to wake men to brotherhood
Powdermaker, Hortense. PROBING OUR PREJUDICES
New York: Harper and Brothers 1944
No chapter of this small book can be overlooked. Not only is the subject of prejudice discussed from the viewpoint of origin and result, but extensive practical suggestions are given for the promotion of intergroup understanding. Written as a unit for high school students, this admirable discourse is suitable for everyone.
Runbeck, Margaret. THE GREAT ANSWER
Boston: Houghton Mifflin Co. 1944
"I've noticed that the Lord does some of His best work under a nom de plume." With absorbing simplicity and distin- guished subtlety, tales of World War II courage unfold around this theme. Some of the best stories are Chapter V "The Moving of the Mountain," Chapter VII "A Friend of a Friend of His," and Chapter XII "Two Teaspoonsful of Courage."
WE AMERICANS Boston: Atlantic Publishing Company 1939
The potpourri sets forth a correction of current fallacies on racism with the idea of promoting a better under- standing of American society. "Racism vs. Americanism" shows us who we are, where we came from, what we believe, and where we are going.
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BULLETINS - PAMPHLETS - PERIODICALS - REPRINTS
ABC's of SCAPEGOATING
Chicago: Central Y.M.C.A. College
What scapegoating is, why it exists, the sources of prejudices, types of scapegoaters, the victims, the forms of scapegoating, and the methods of combatting the evil are ably discussed.
AMERICANS ALL
A Short History of American Jews Anti-Defamation League
Beginning with the discovery of America, Jews have had an active part in all phases of American life. Jewish leaders, participation of Jews in United States wars, statis- tics on occupations, ftnd differences among the three branches of Judaism are presented.
ANTI -DEFAMATION BOOKLETS - 100 North La Salle Avenue, Chicago
Joe Doakes Pamphlets: Barney Ross
That Guy, Levy Three Pals This is the Army I Know my Neighbors Here Is What I Say
Pocket-sized booklets in up-to-date language inter- spersed with activated drawings make the information on inter- group goodwill readily palatable. Appeal to the "hero worship' characteristic is furnished in accounts of v/artime champions, such as Barney Ross.
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Benedict, Ruth and Gene Weltfish RACES OF MANKIND
Public Affairs Pamphlet #85
Scientific data on race differences such as height, shape of the head, blood, color, and character, the classifi- cation of races, racial superiorities and inferiorities; together with the present situation in regard to prejudice - all this information is admirably discussed.
Cole, Walton.
LIVE AND HELP LIVE Standing up to Life Beacon Press. 1943.
"We will not only live and let live, we will live and help live." Around this theme, the Minister of the Second Church of Boston contrasts the teachings of poisonous hatreds by Nazism with tiie rejection of racist fallacies by Americans. He pleads for further union to prevent the costly disease of intolerance.
CRITICAL STUDY OF PREJUDICE
Boston Council of Church Women
A clear discussion of prejudice under such major headings as: "What is Prejudice?" "Whefe Encountered?" and "Elimination." Six ways to remove prejudice are given.
Diffus, Robert.
"WHERE DO WE GET OUR PREJUDICES?" Harpers, September 1926
Readers' Digest, March 1937. Concisely and clearly, this important article indi- cates that we are born unprejudiced. Where do we learn
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intolerant attitudes? Are girls race conscious later or earlier than boys? What is the only cure for prejudice? The author gives an admirably sane view of all these points.
FIGHTING FOR AMERICA.
National Jewish Welfare Board New York: 1944
Wartime experience on all fronts, thrillingly told by Jewish heroes of World War II, are reprinted from leading magazines. Barney Ross writes of his experiences on Guadal- canal in "For Our Kind of World."
Gittelsohn, Chaplain Roland.
RABBI ON IWO
1945.
Eloquent words spoken by Chaplain Gittelsohn at the dedication of some Fifth Marine Division graves on Iwo Jima have as their principal message: "Here there are no quotas of how many from each group are admitted or allowed."
Gould, Kenneth.
THEY GOT THE BLAME
International Committee of the ¥.M.C.A Association Press, 1942.
The history of progressive persecution of minority groups is given in detail - the early Christians, the New England non- conformists, the Catholics, the Irish, the Jews in Russia and Germany, and the aliens in all groups.
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Gould, Kenneth
THEY GOT TEE BLAME "Comics" Style of
Presentation National Conference of Christians and Jews.
Pictorial representation of the historical growth of scapegoating will appeal to children when it is presented pictorially in comic book style.
HOW WRITERS PERPETUATE STEREOTYPES - Writers War Board, 1945.
Overwhelming evidence shows that the short story and advertising copy are prone to use stereotypes of minority groups and exalt the Anglo-Saxon myth. The stage and the novel are the most liberal media.
IN FREEDOM'S CAUSE.
Jewish Welfare Board New York, 1943.
World War II holds magnificent tales of the exploits of such men as Ensign Stanley Caplan, Ensign Milton Moldafsky, Lt. Henry Mark, Sergeant Meyer Levin, and Captain Harry Schreiber. Here are little known heroes.
JEWS IN AMERICA
Editors of Fortune
These results of impartial research on the "Jewish Problem" are universally quoted. Surprising findings are given on Jews in Aviation, Tobacco, Retailing, Agriculture, Movies, Newspapers, Radio, and in Radical Organizations.
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Johnson, Willard. PREJUDICE - HOW DO WE RECOGNIZE IT?
Personal Growth Leaflet #130 Washington, N.E.A.
Very simply and clearly, this thumb-nail sketch of prejudice states the salient facts. ("The Land Where Hate Should Die" by Denis McCarthy is also included.)
Johnston, Eric.
INTOLERANCE
Reprint from an address before the Writers' War Board, 1945.
By honest diagnosis and by stressing the power of the amalgam of races, we can achieve tolerance, our only hope for a happy America.
Kiplinger, William. FACTS ABOUT JEWS IN WASHINGTON
Reader s 1 , Djges t , S e p t e ra b e r 1 942 .
Mr. Kiplinger explains why the Jews seem to have more members working in government agencies than their four per cent representation in the population warrants.
Lee, Alfred.
RACE RIOTS AREN'T NECESSARY American Council on Race Relations Public Affairs Pamphlet #107, 1945.
What a race riot is, the effects of scapegoating, seven danger signals, ten things to do if a race riot looms, how the citizen should act during a riot, and how to conduct oneself after the emergency passes, - these are well summarized.
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Locke, Alain. COLOR, UNFINISHED BUSINESS OF DEMOCRACY
Survey Graphic, November, 1942.
A wealth of material ranging from notebook jottings of Negro talk along the Atlantic seaboard to discussions of democracy in Haiti, Jamaica, Brazil, and Africa. Outstanding pic tures.
McWilliams, Carey. WHAT ABOUT OUR JAPANESE AMERICANS?
American Council, Institute of Pacific Relations, 1944. Public Affairs Committee Incorporated.
The amazing fact that no Japanese-American has been convicted of either sabotage or espionage makes disturbingly deplorable the enforced segregation and evacuation of this group into depressingly overcrowded relocation centers. Is it constitutional to discriminate against a minority on the grounds of race or ancestry? Is the picture entirely black? What will thegovernment do about future adjustment?
Murphy, Hon. Frank. ANTI-SEMITISM IS AN UN-AMERICAN _AND
AN UN-CHRISTIAN BRINCIPLE Congressional Record, May 1944.
After calling attention to the fallacies in the propaganda which would make Jews the universal scapegoats, the Associate Justice of the Supreme Court reminds the world that real Christianity inspires not hate, but love.
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Murphy, Hon. Frank. RACE HATE - THE ENEMY BULLETS CANjj
STOP LIBERTY . January 6, 1944.
While the United States stops the force of prejudice abroad, hate is increasing at home. This is an appeal for American volunteers to fight for American ideals.
Owen, Chandler. NEGROES AND THE WAR
U. S. Office of War Information, 1944.
Profusely illustrated, this bulletin gives extensive information on all subjects pertaining to Negro life; housing, health, unions, business, insurance companies, professions, athletes, schools, newspapers, and organizations for advancement.
PREJUDICE: OUR POSTWAR BATTLE
Look Magazine, May 1, 1945.
The evils of prejudice - segregation, poverty, violence, job discrimination, and hate propaganda - can be overcome by exposing the lies, by legislation, by equal opportunity, by education, and by knowing one's neighbor.
Sheehy, Rev. Maurice. THE POPES CONDEMN ANTI-SEMITISM
Canadian Conference of Christians and Jews. 1944,
The early Popes were Jews. Tracing the decrees from Pope Innocent IV through Sixtus IV, Clement VII, and Gregory IX and X, the historian finds that all exerted influence to
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check severities against Jews. Many early Popes had Jewish physicians, as a protection against poisoning. Pius XI made the now famous pronouncement : "We are Semites spiritually."
Smith, Kate. A TIME FOR T0L£RANCE
Pageant Magazine, April 1945.
Intolerance is inhuman because it cannot be fought with laws. The challenge, therefore, is to eradicate it from our own minds and from the minds of our youth.
Smith, Lillian. THERE ASK THINGS TO DO
South Today: Winter, 1944
Whatever our reason for wanting to ease race tension, there are things all of us can do. Fourteen simple, undramatic things which everyone can do are listed. For those with mcr e imagination and energy, five or six other things are given. For those with courage and wisdom, three things are suggested. Which is your class?
Sexton, Rev. John. THEY ARE ANTI-GOD
Boston Herald, "" i*ay 1944.
Using the poem, "In Flanders Field," as a backdrop for his sermon, Father Sexton gives a moving exposition of what it means to be an American on the civilian front.
TOMORROW THE WORLD All American Comics. 1945
A keenly provocative exposition of the indoctrination
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of youth by Nazi hate and lack of principle. Emil 1 s redemption in America seems uncertain even after he appears to be sorry for his misdeeds at the end, What would you suggest for this typical example of Nazi youth?
Waldron, Webb. RABBI COHEN - FIRST CITIZEN OF TEXAS
Readers1* Digest, February 1959.
Inspiring seventy-five year old Rabbi Henry Cohen, called by Woodrow Wilson, "the First Citizen of Texas," spends three-fourths of his time helping people of other faiths. He obtained, for example, the release from jail of 0. Henry, the short story writer. Rabbi Cohen has made Galveston a truly democratic city.
Weltfish, Gene and Alice Nirenberg. MEET YOUR RELATIVES
Council Vs. Intolerance. Dramatization adapted from "faces of Mankind."
An up-to-date teen-age vocabulary for the expression of anthropological facts about race together with a jingling set of rhymes, makes this important information appealing to children and adults.
WE'RE ALL AMERICANS Teachers' Manual #2
New York: Council Against Intolerance in America. 1944,
A subtle approach to the study of minority groups is the reading of lively tales about children with names like
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Fung, Willoughby Snow, and Roberto. Contributions of outstanding personalities from many groups, together with an excellent children's book list make this an outstanding booklet.
Wylie, Philip. MEMORANDUM ON ANTI-SEMITISM
American Mercury, Janua ry 194 5 .
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A forcefully expressed expose of fallacies concerning the Jewish people with a telling point against American education which emphasizes dissimilarities among nations.
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V. The Answer to the Challenge: Creation of an International
Social Democracy
The ideal toward which the world has made a feeble beginning is universal brotherhood. The frictional barriers among groups will never tumble, however, until a virile campaign of universal education undermines the rotten founda- tions. Tapping, not pounding, at these fences of ignorance has been the practice to date. Isolated groups of brave men blowing the bugles of tolerance can be cited. You will find them listed in the annotated readings given in the foregoing pages. The world, however, needs concerted world-wide effort to accomplish the vast dream of an ordered world worthy of its benevolent Creator.
This urgent concept of "One World" has been captured on paper and entitled, Charter of the United Nations. It reads in part:
Chapter I. Purposes and Principles.
Article 1. Section 2. "To develop friendly relations among nations based on respect for the principle of equal rights and self-determination of peoples, and to take other appropriate measures to strengthen universal peace;
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Section 3.
"To achieve international cooperation in solving international problems of an economic, social, cultural, or humanitarian character, and in promoting and encouraging respect for human rights and for fundamental freedoms for all without distinctions as to race, sex, language, or religion."
With these inspiringly bold outlines as a guide, the world must now set itself to fill in the multitudinous details which will produce a workable plan from this blueprint. The United States is making a determined effort to bring other nations into line with this vision. June, 1946, for example, brought offers to share atomic secrets.
Such a colossal project depends basically upon the integration of smaller units into a preconceived whole. For the united States to become the leading force in the promotion of this global ideal, the average citizen must have a notion of the goal and an inner conviction that his part in the outcome is important. Most people feel noble when expressing ideas of unity and understanding. Audiences applaud the eloquent speaker who demands action leading to permanent security and equality for all. Readers become imbued with resolve after discovering the results of previsioned Utopia. What does everyone do about it? Usually nothing. Only influential people, so the average person thinks, can sway masses toward the goal. Most of us are specks of insignificance. The t rue
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picture is this: "If we are trying to build a world in which there is brotherhood, then let us face the fact that we must build each day our individual ability for fair play as we live
with each other in our daily 'hum-drum' activities,"
How can the average citizen prepare himself for his role as a maker of destiny? Intelligent adults can make the world more socially democratic in a number of surprisingly simple ways.
a. Read extensively. Most people harbor prejudice and are distrustful of those different from themselves because they lack information. Reading books and articles such as trtose previously listed will give an insight into the evil discrimination and persecution prevalent against minority groups. It will evoke interest in varied groups and create predispositions toward sympathetic understanding.
b. Broadcast by word of mouth the interesting truths that are learned from tnese articles. When the neighbors be- gin to read this type of literature, too, a new salutary conversational slant will be created.
c. Listen to radio programs which give information about minority groups. Congratulate the sponsor of programs which give recognition to artists of merit from discriminated- 15
Charles LaFollette, Is Brotherhood Enough? American Unity
(March, 1946) pp. 3-6.
•^'•tt moil ctn
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against factions. Boycott those offerings which tend to disparage people as a group or assign unfavorable character- istics to them.
d. Make it a point to mention such short moving pictures as the one entitled, "Don't Be a Sucker." This was unobtrusively slipped in between the two main pictures at the Metropolitan Theatre in Boston during July of 1946. In an interest-sustaining manner, the methods of flag waving, hate mongering orators were exposed by an anti-Nazi professor.
e. Read and talk about stories dealing with heroes who have names suggesting minority groups. See "Fighting for America" as an example of courageous Jewish heroes in World War II.
f. Spread such news as that concerning the high percentage of fallacy and irrationality in current beliefs and rumors. In Mrs. Raymond Clapper's recent book, Washington Tapestry, are several points which the average citizen might mention casually. "The ridiculous scare over the Catholic Pope coming to rule over the United States hung over into the Hoover administration."^-6 Here is an example of unemotional refutation which can do more good than a multitude of denun- ciations against the poison of hate-propaganda. Another such passage is this : "No hfctel in the capital of this nation, dedicated to the principle that 'all men are created equal'
16
Olive Ewing Clapper, Washington Tapestry. New York: p«9,
Whittlesey House, 1946.
(
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would accept a reservation for this distinguished artist, (Marian Anderson), whose voice Arturo Toscanini said was 'heard only once in a hundred years'. t,x
g. Join round table discussions and seminars on questions of intergroup harmony. The National Conference of Christians and Jews has such groups in all cities.
h. Encourage the inclusion of all faiths and races in civic enterprises, such as Red Cross Drives and Community Fund Campaigns.
i. Join clubs and activities which do not discrim- inate because of religion or ancestry. Boycott those which do. This might be extended to hotels and eating places.
j. Support organizations, orally and financially, that work actively for better intergroup harmony. Boston has its share of them: The Governor's Committee for Racial and Religious Understanding, The Living Flame Foundation, The Anti-Defamation League, and the Boston Center for Adult Education.
k. Learn to know your neighbors in order to discover that those with racial backgrounds different from your fore- bears can still be upright, generous, and cultured.
1. Be careful to correct slipshod thinking so that unconscious betrayals of speech will not spread ill-will:
17
Op. cit. pp. 210-211.
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" jewing him down," "dirty as a nigger," "shanty Irish," "tight as a Scotchman," "lazy as a Mexican," "sly as a Jap," "low-down as a Kraut."
m. In street cars and buses, if the first empty seat happens to be next to a person who has conspicuous traits, a Negro or an Oriental, for example, sit in this vacant place unconcernedly. Feeling virtuous while so doing is, of course, snobbishness in one of its least forgiveable forms.
n. Engage in conversation with persons different from those of your own group whenever natural opportunities arise. This will overcome the self-consciousness which most people feel when entering upon new situations. Students in cosmo- politan high schools and colleges have a chance in this line which they ought to realize more fully.
o. Keep in mind that each person ought to be judged as an individual, not in relation to a group dependent upon his ancestry or religion. Ruth Benedict, the anthropologist, says: "We shall have banished racism when we treat every man and woman as a person in his own right, without reference to any label of race or country of origin,"
While the average person can thus do a great deal toward the fulfilling of a dream based on a united world, the educator can do much more. "Since wars begin in the minds of 18
Ruth Benedict, Racism is Vulnerable. The English Journal
(June, 1946). p. 301.
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men, it is in the minds of men that defenses must be cons true ted. "^ <jhe classroom, therefore, must become the focal point of the future with the teacher as a dynamic worker. We need a few guiding principles in this relatively uncharted field.
a. Again and again, the relegation of prejudice
in the educator to the realms of non-existence must be stressed as the primary requisite. Readings of the type previously mentioned will overcome ignorance and condition the emotions.
b. The atmosphere of a classroom can do much to stimulate correct thinking. Maps, such as those issued by the Council Against Intolerance in America, show the "orchestra- tion of diversity in America which is_ America. "^ Students ask questions about this colorful map and are interested in locating the areas where the various peoples settled. This supplies natural motivation in any classroom, regardless of '
the subject being taught. A bulletin board containing pic-
t
tures and articles, together with a copy of the United Nations Charter is also valuable.
c. Should a special course to promote world harmony be established? Edna Ferber in an article entitled, "Remedies
T9
Quotation from the UNESCO Constitution. 20 '
Horace M. Kallen, Of the American Spirit. The English
Journal, ( June 1946). p. 293.
J
V
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for Hate" believes this is necessary. Most educators feel that incidental teaching, together with some deliberate in- corporation of the theme into existing studies, is a more profitable method. Several English instructors report success with supplementary readings, selected themes in composition work, and vocabulary words which include terms connected with
race, religion, and prejudice. Science teachers use anthro- pological findings to refute racism and to stress in biograph - ical reports of scientists, the variations in their backgrounds. Music offers the same splendid opportunity with composers1 lives and samples of outstanding music from all races. The social studies are an excellent medium for the discussion of little known benefactors of democracy who belong to minority groups, for the study of propaganda, and for an insight into the ramifications of "all men are created equal."
d. How should the subject be approached? Each class will need special handling according to the local situation.
This is the main reason why most educators believe no course of study on the subject can d6 more than indicate broad outlines. To find out how a class feels about the topic, a
teacher can begin with a group such as the Indian or the Jugoslavian which is not represented in the classroom. Pupils in a minority group are often sensitive and they may become acutely self-conscious and highly distressed at being singled out for discussion. Stories, poems, and plays have a greater
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emotional appeal than formal essays. Often, the s tudents are not aware of the aim behind the tales. They enjoy hearing stories of peoples from other lands or of new groups in our own land. Because the stories are sympathetically drawn, students are conditioned favorably toward the group.
e. Allow pupils to borrow books and stories of people from other lands. These may often be utilized in oral composition work or in free discussion. My Antonia by Willa Cather, for example, will give insight into the problems of adjustment faced by newcomers and the difficulties encountered by people unfamiliar with the language of a country.
f. Scrapbooks are general favorites. A classroom book, cared for by an elected committee, can contain all the pertinent clippings, cartoons, pictures, and original drawings which the students contribute. Having pupils sign their names to the items stimulates interest. A weekly report on the findings will add to the enthusiasm and knowledge.
g. Some of the best incidental teaching can come as a result of local incidents - name calling, anti-Semitic demonstrations, or neighborhood events such as a proposed Hegro housing project or church. The motivation is ready made in these cases but the educator must act as a wise moderator to keep the discussion from becoming too emotional.
h. Such special events as Brotherhood Week in February or United Nations Week in September, 1946, should
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serve as a hub around which activities pointing to world unity- can revolve. Art posters, radio enactments in the classroom,
plays in the school auditorium, such music as the Ballad of 21
Americans sung by the glee club, choral speaking of Rose Benet's America Means — , guest lecturers of varied races and creeds, and moving pictures such as The Negro Soldier offer possibilities. Moving pictures should be preceded by some discussion or preparation in order to be effective.
i. Club periods offer unique opportunities for in- cidental teaching. Having a student act in a little drama where he becomes a member of a despised minority group will leave an indelible impression. Suppose a pupil has absorbed the "white supremacy" doctrine. By having the pupil portray George Washington Carver or Mirian Anderson, subject to the indignities of riding in freight elevators and dirty Jim Crow cars, a reversal of feeling is engendered through understanding Because of the greater freedom in a club period, statements can be challenged. A pupil, for example, declares that Negroes commit more crimes than white men because they are naturally lov/ in morals. By keeping an accurate check of the accounts in newspapers, this will prove to be false.
21
John Latouche and Earl Robinson, Ballad of Americans.
Robbins Music Corporation, 1940.
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j. If a school publishes a magazine or a newspaper, one issue devoted to the aspects of harmony, domestic and global, is a worthwhile project. Try to interest the v/hole school in the varied ramifications. Perhaps a section of each issue could be devoted to the subject. This need not consist of formal essays. Stories, poems, news events, accounts of students from varied groups who are outstanding in sp orts, scholarship, or art will put the point over well.
k. Many schools have time on a commercial radio station allotted to them as a public service feature. Drama- tizations of such appealing subjects as Welfish and Nirenberg's Meet Your Relatives, which is an adaptation of Rutri Benedict's The Races of Mankind, or original plays based on such themes as They Got the Blame are most effective. Philadelphia has a teachers' radio council which collaborates with the educational council of Station WJR to produce original plays. Some of these are about misunderstood groups such as the Chinese. The scripts are better than professional material because they are produced from a local situation. Recordings are made in the stadio and these are available to all schools in the city. A valuable project of this type deserves greater attention.
1. Commercial radio programs are also doing splendid work on the theme of world unity. Every educator ought to be aware of what is being offered and publicize the listings. All during the summer of 1946, for example, on Saturdays at
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eleven- thirty in the morning, the National Broadcasting Company produced Home Around the World. This series pointed out the "basic, underlying characteristics, traditions, and customs which we in the United States have in common with other nations in order to help us toward a better understanding and respect for those points in which we differ.
"The series will point out ways in which we can overcome geographical boundaries which divide us, arbitrary barriers which separate people into majority and minority groups, surface differences which label individuals according to their ancestry, politics, economic status, race or religion.
"Much more than official machinery established by fifty-one nations to insure peace, the United Nations is a world agency for peace, and the members of the United Nations have the grave responsibility of representing not only nations but People - all the men, women and children who inhabit the earth."22
Material which can be used all year by the educator will be broadcast during the nation wide celebration of United Nations Week from September third to ninth, 1946. This is £he first meeting of the United Nations Assembly in New York. Other suggestions may be obtained from the National Education Association, 1201 Sixteenth Street N.W., Washington, D.C.
22
Bulletin of the National Broadcasting Company, June, 1946.
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Another helpful organization is the American Association for the United Nations, 45 East 65th Street, New York City.
In a recent statement, Eric Johnston declared: "The ideal of the United Nations, a community of mankind, can never be realized until the peoples of the earth come to know and understand each other." Such a goal demands leaders; for global unity is an intricate mosaic, the building of which demands superlatively integrative skill. Because of her power- ful world position, her democratic principles, and her hetero- geneous background, the United States is well fitted to assume this role of master planner. By thoughtful reading, by trans- lation of this reading into right action, by interpretation of group differences, by persuasion of youth to the necessity for active good-will, the United States educator will be able to meet the grave challenge of this atomic age. With concerted effort, this continent can knit its diversity into a land capable of holding a light to guide all nations toward security Then, the famous pronouncement of the Goddess of Liberty will become an even greater inspiration: "I lift my lamp beside the golden door."
23
Emma Lazarus - Verse from the inscription on the base of the
Statue of Liberty
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BIBLIOGRAPHY Books Adamic, Louis From Many Lands. New York: Harper & Brothers, 1940. — Americans All. Washington: Department of Supervisors and Directors of the National Education Association, 1942. Benedict, Ruth Race: Science and Politics. New York: Modern Age Books, 1940. Benedict, Ruth Race and Cultural Relations. National and Mildred Ellis Education Association, Washington, 1942. Brown, Francis One America. New York: Prentice Hall, Inc. and Joseph Roucek 1945. Brown, Spencer They See for Themselves. New York: Harper 6c Brothers, 1945. Clarke, Edwin L. The Art of Straight Thinking, New York: D. Apple ton Company, 1932. Clinchy, Everett All in the Name of God. New York: John Day Company, 1934. Cottier, Joseph Heroes of Civilization. Boston: Little and Haym Jaffe Brown and Company, 1940. Davis-Dubois, Get Together, Americans. New York: Rachel Harper ec Brothers, 1943. Drabinowicz, Art Appreciation As a Medium for Inter- Stanley cultural Education. Harvard Workshop 1944. Embfee, Edwin American Negroes. New York: John Day Co. 1942. Embree, Edwin Brown Americans. New York: Viking Press 194 Embree, Edwin Thirteen Against the Odds. New York: Viking Press, 1944. Fitch, Florence One God. New York: Lothrop, Lee, aid Shepard Company, 1944 Girault, Willia Let's All Be Americans. Harvard Workshop 1944. |
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Graeber, Isaque and Steward Britt
Hansen, Marcus Ha skin, Sara
Jews in a Gentile World. New York: MacMillan Company, 1942.
The Immigrant in American History. Mass: Harvard University Press, 1940.
The Upward Climb. Council of Women for Home Missions, 1927.
Herrick, Arnold This Way to Unity. New York: Oxford Book
and Herbert Askwith Company, 1945.
Holbrook, Sabra Jackson, Ada Johnson, Charles LaFarge, John Lasker, Bruno
Locke, Alan and Bernard Stern
Mahoney, John J.
McLellan, Mary and Albert DeBonis
Mead, Margaret My r da 1 , Gunnar
Negro in Chicago, The
Childreii Object. New York: Viking Press 1943.
Behold the Jew. New York: MacMillan Company, 1944.
Growing Up In the Black Belt. Washington: American Council on Education, 1941.
The Race Question and the Negro. New York: Longmans Green Company, 1940.
Race Attitudes in Children. New York: Henry Holt and Company, 1929.
When Peoples Meet. New York: Committee on Workshops, N.E.A. 1942.
r or Us The Living. New York: Harper & Brothers, 1945.
Within Our Gates. New York: Harper & Brothers, 1940
And Keep Your Powder Dry. New York: William Morrow, 1942.
An American Dilemma. New York: Harper & Brothers, 1944.
Chicago Commission on Race Relations. Illinois: University of Chicago Press, 1922.
--New Tools for Learning About War and Postwar Problems.
New York: ^ew Tools for Learning Press, 1944.
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Ottley, Roi New World A-Coming. Boston: iJ-oughton Mifflin Company, 1943. Powdermaker , Hor tense Probing Our Prejudices. New York: Harper & Brothers, 1944. Runbeck, Margaret L. The Great Answer. Boston: Houghton Mifflin Company, 1944. Scollin, Marie An Outline for a Study Discussion Group in Areas of Intercultural Education. Boston: Harvard Workshop, 1944. Silcox, Claris and Catholics, Jews, and Protestants Galen Fisher New York: Harper & Brothers, 1934. --We Americans Boston: Atlantic Publishing Company 1939. Wise, James and Mr. -Snith Meet Mr. Cohen. New York: Lee Levinger Reynal 6c Hitchcock, 1940. Vickery, William Intercultural Education in American and Stewart Cole Schools. New York: Harper & Brothers, 1943. |
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Bulletins
— A B C's of Scapegoating Allport, Gordon.
Allport, Gordon
— Americans All
--American Unity
--An American Answer to Intolerance
--Anti-Defamation Booklets
Baker, Emily
Benedict, huth and Sene Weltfish
Briggs, Thomas
— Brotherhood of Good Men Brown, Earl Caliver, Ambrose
Chicago: Central YMCA College 1944
"The Bigot in Our Midst." Commonweal . October 6, 1944.
"Is Intergroup Education Possible? Harvard Educational Review, March, 1945.
A Short History of American Jews. Chicago: Anti-Defamation League 1944.
Council Againstlntolerance in America. 17 East 42nd St., New York, N.Y. (monthly)
New York: Council against Intol- erance in America. 1944.
100 North LaSalle Ave., Chicago
Joe Doakes Pamphlets
Barney Ross
That Guy Levy
Three Pals
I Know My Neighbors
Here Is What I Say
"Do We Teach Racial Intolerance?" Historical Outlook, February 1933
Races of Mankind. Public Affairs Pamphlet #85.
"What the Emotions Do to Our Thinking" Teachers College Record
February 1935.
Can We Have It in Our Time? American Unitarian Association.
"Negro Vote - 1944" Harpers July, 1944
Sources of Instructional Materials on the 'Negro. U.S. Office of Education, 1944 0
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Carter, Thyra
Chapman, Emmanual
Cole, Walton
Critical S+udy of Prejudice, A
Currier, Isabel Cushing, Richard
Doyle, Thomas Duff us, Robert.
"Racial Elements in American History Textbooks." Historical Outlook, April 1931
"Another Blare of Bigotry against Be- J nighted Catholics." America, June 26,1940
Live and Help Live. Boston: Beacon Press 1944.
Boston Council of Church Women, 1944.
"Prejudice Among the Unprejudiced." Common Ground, Spring, 1945.
"Archbishop Warns Jews and Catholics of Discrimination." Boston Globe , May 14, 1945.
"We Spiritual Semites." ax tens ion February, 1942.
"Where Do We Get Our Prejudices?" Harpers, September, 1926. Readers' Digest, March, 1937.
Education for Brotherhood International Journal of Religious
Education, February 1944.
Fighting for America National Jewish Welfare Board, 1944.
Giles, H. H. Agencies in the Field of Intercultural
Education. Bureau of Intercultural Education, New York.
Rabbi on Iwo. A nti- Defamation League 100 N. LaSalle Avenue, Chicago.
They Got the Blame. International Committee of the YMCA . New York: Association Press, 1942. Comics Format: National Conference of Christians and Jews, 381 F/Ourth Avenue, New York
Governor's Committee for Racial and Religious Understanding.
Public Policy Pamphlet, 1944.
Hammer stein, Oscar The Myth, that Threatens America.
Writers War Board, 122 JK. 42nd Street, New York. 1944.
Gittelsohn, Roland Gould, Kenneth.
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"Hitler's War Against the Catholic Church." |
Look Magazine, December 29, 1942 |
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How Writers Perpetuate Stereotypes |
Writers 'War Board, 1945. |
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Human Relations |
The Christian Century. January- Si, 1931. |
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Hurley, Doran |
"Irish Persecutions in America" American Mercury. Mary, 1939. |
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Hurwitz, Francis |
"Not So Funny After All." Christian Leader, 1945. |
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Improving Racial Understanding and Respect for Religious Differences through Education. Report of the Conference of Superintendents of Schools, Bridgewater, Mass. April 20,1944. |
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In Freedom's Cause |
Jewish Welfare Board. New York, 1943. |
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"Jews in America" |
Editors of Fortune, 1943. |
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Johnson, Alvin |
"Goodwill to Men" Atlantic, December, 1933. |
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Johnson, Willard |
Prejudice - How Do We Recognize It Personal Growth Leaflet #130 N.E.A |
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Johnston, Eric |
Intolerance. Address before the Writers ifar Board, 1945. |
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Kip linger, V. M. |
"Facts about Jews in Washington" Readers' Digest, September 1942. |
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Lee, Alfred |
"Race Riots Aren't Necessary." Public Affairs Pamphlet #107, 1945 |
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"Let's Face the Race Question" Town Meeting Bulletin. American Press, Columbus, Ohio, Feb. 19 44 |
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Littell, Norman Locke, Alain |
Nazi Conspiracies in the United Stages. National Committee Against Persecution of the Jews, 1944. "Color, Unfinished Busine ss of Democracy," Survey Graphic, Nov. 1942. |
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Mar shall, James
McGinnis, H. G. McWilliams, Carey
McWilliams, Carey
"The Anti-Semitic Problem in America" Atlantic Monthly, August 1941.
"Why Bigotry?" Negro Dip.es t, Dec. 1943
"Minority Groups in the United States." Ort Economic Review, August, 1944.
What About Our Japanese-Americans? American Institute of Pacific Relations Public Affairs Committee, 1944.
Minority Peoples in a Nation at War. Annals of the American
Academy of Political and Social Science September, 1942.
Murphy, Frank
"Anti-Semitism is an Un-American and an Un-Christian Principle." Congressional Record. May, 1944.
Negro History Bulletin. Assocation for the S*.udy of Negro
Life and History, May, 1944.
Newsletter
Governor's Committee toward Racial and Religious Understanding in Massachusetts, March, 1945.
Out of the Many - One A Plan for Intercultural Education.
Bureau of Intercultural Education, N. Y.
Owen, Chandler Playfair, W. E.
Negroes and the War. U. S. Office of war Information, 1945.
"Hoodlumism in Boston" Boston Herald August 21, 1945.
"Prejudice: Our Postwar Battle" Look Magazine. May 1, 1945. Propaganda Battlefront Friends of DaHHocracy, May 29, 1943.
Religious Booklist
Riley, Arthur Ross, J. Eliot.
National Conference of Christians and Jews. 1945.
Anti-Semitism. Radio Replies Press 1944
"Catholics and Anti-Semitism." Ecclesiastical Review, May, 1939.
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Roucek, Joseph, Alice Hero and Jean Downey
fry ail, Henry
The Immigrant in Fiction and Biography, Bureau for Intercultu- ral Education. 1945.
The Jew as a Patriot. Park Square Building, Boston.
Schreiberling, Edward "Tolerance Is Americanism," American
Legion Magazine. April, 1945.
Seminar at Harvard Calvert Hound Table of Boston, 1929.
Sexton, John Sheeny, Maurice. Smertenko, Johan
Smith, Kate Smith, Lillian Smith, Mapheus.
"They Are Anti-God," Boston Herald May, 1944.
The Popes Condemn Anti-Semitism. Canadian Conference of Christians and Jews .
"Hitlerism Comes to America" (Organized Anti-Semitism in the U.S.) Harpers November, 1933.
"A Time for Tolerance" Pagenat Magazine April 1945.
"There Are Things To Do" South Today Winter Number 1942-43.
"Second Report on Changes in Attitudes Toward the Negro" School and .Society, April 3, 1943.
Some Good Practices in Intercultural Education. Religious
Education, April, 1944.
Spellman, Francis.
Springfield Plan; Butler, Jane:
Chatto, Clarence
Fine, Benjamin
"Bigotry Is Un-American," American Magazine, 1944.
"A Community Demonstrates Democracy," Parents1 Magazine, 1944.
"An Experiment in Human Relations" Massachusetts Teacher, March, 1945.
"The Springfield Plan for Education Against Intolerance and Prejudice." Menorah Journal, 1944.
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Fine, Benjamin nalligan, Alice Smith, Helena
"Total War On Intolerance" Liberty March 4, 1944.
"A Community's Total War Against Intol- erance." Journal of Education, 1944.
"Your Town Could Do It, Too," Woman' s Home Companion, June, 1944.
Springfield Units prepared by the Board of Education? 1944.
To Parents - A Message. Van Sickle Junion High School, 1@44.
Stewart, Maxwell The Negro in America. Public Affairs
.et #95 (Summary of An American
The tie | Pamphlf
Dilemma by Gunnar Myrdal) 1944
Supplementary Units for the Course of Study in Social Studies
by Superintendent Johnson of Chicago.
These Are the Facts
National Jewish Welfare Board, March 1, 1945.
Tomorrow the World All American Comics, 1945.
United We'll Stand
Journal of Educational Sociology February, 1943.
Valuable Books on the Negro. Associated Publishers, Inc. Verona, Sister M.
Vickery, William and Helen Trager
"Differences Between Black and White," Catholic Digest, July, 1944.
One Nation Indivisible. State Council of Defense, New York.
"Rabbi Cohen - First Citizen of Texas" Headers' Digest, February 1939.
Vyaldron, Webb.
Wartime Employment of Negroes in the Federal Government
Weltfish, Gene and Alice Hirenberfe
Committee on Fair Employment Practice 1944.
Meet Your Relatives. Dramatization adapted from Races of Mankind by Ruth Benedict, 1945.
We're All Americans
New York: Council Against Intolerance in America, 1944.
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When Faith Meets Faith Willkie, Wendell
The Christian Liberal Journal of Religion, 1931.
"The Case for the Minorities." Saturday Evening Post. June 27, 1942.
Writers War Board Radio Dramatizations
Scapegoats in History. Documentary by Ben Kagan.
There Are Thinps to Be Done. Documentary by Mitchell
Grayson.
Wylie, Philip.
"Memorandum on Anti-Semitism." American Mercury, January, 1945.
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VII, Materials Free to Educators
A. Pamphlets and other publications la American Unity - A monthly educational guide
Council Against Intolerance in America,
17 East 42nd Street, New York City.
2. Anti -Defamation League of Bfnai B'rith
100 North LaSalle Street, Chicago, Illinois.
68 Devonshire Street, Boston, Massachusetts.
3. Bureau for Inter cultural Education
119 West 57th Street, New York City.
4a Governor's Council for Racial and Religious
Unde r s tanding
200 Newbury Street, Boston, Massachusetts,
5a National Conference of Christians and Jews.
73 Tremont Street, Boston, Massachusetts.
B. Map - America, A Nation of One People from Many
Countries
Council Against Intolerance in America, 17 East 42nd Street, New York City.
C . Scripts
( Monthly radio presentations adaptable for discussions or broadcasts in schools or clubs) See November, 1945, on "Prejudice, Challenge to Democracy." Radio Department of American Mercury Magazine 570 Lexington Avenue, New York City,
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Films ( On Loan )
1. American Creed ( time - three minutes )
Nine Hollywood stars go on record in favor
of intergroup unity. National Conference of Christians and Jews 381 Fourth Avenue, New York City, New York.
2. Don't Be A Sucker ( time - twenty minutes )
Paul Lukas eloquently explains the hate
technique in this Paramount picture. National Conference of Christians and Jews 381 Fourth Avenue, New York City, New York,
3. Greater Victory ( time - twenty- two minutes )
As a result of the burning of an American
Protestant church by a Nazi hate monger, a minister, a priest, and a Rabbi dis- cover mutual interests. National Conference of Christians and Jews 381 Fourth Avenue, New York City.
4. The House I Live In ( time - ten minutes )
By singing the song listed in the title,
Frank Sinatra interprets the interracial aspects of democracy to a group of boys. National Conference of Christians and Jews 381 Fourth Avenue, New York City, New York.
1
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5, New Americans ( time - twenty minutes )
This shows the contributions of newcomers to the United States, such as author Thomas Mann and professor Albert Einstein, United Service for New Americans, Inc. 15 Park Row, New York City, New York,
E. Exhibits ( On loan )
1. Tolerance Can Be Taught
2. The Negro in American Life
3. The Jew in American Life 4» Pictures for Democracy
Posters, maps, cartoons, graphs, slide films, and enlarged photographs make a spectac- ular display. The exhibit s are sent on loan for stated periods. Council Against Intolerance in America 59 West 56th Street, New York City, New York, P. "Comic" Books
1. They Got the Blame ( Scapegoats in History ) Council for Equal Job Opportunity 923 City Centre Building
121 North Broad Street, Philadelphia, Penna. 2# Wizard of Science ( George Washington Carver )
Parents Magazine Press, True Comics, Oct. 1943 52 Vanderbilt Avenue, New York City, New York.
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