Dr. Alma Freeland:  Bonner School, 1931-1936 - Smith Co, TX

Contributed by Dr. Alma Moore Freeland
Submitted by East Texas Genealogical Society
P. O. Box 6967, Tyler, TX 75711

Copyright.  All rights reserved.
http://usgwarchives.net/copyright.htm
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Memories of School Days in Tyler and Some Smith County Schools
1898-1951
By Alma Moore Freeland (1904-1991)

A copy of this book is in the Tyler Public Library.  Permission
has been given by Jerry Moore, nephew, to publish articles from
this book in the Smith County TXGenWeb Archives.

BONNER SCHOOL
1931-1936

When I completed the seventh grade in Bonner School in May, 1918, I'm 
sure it didn't occur to me that I would ever return, and certainly not 
as assistant principal. But that is what happened thirteen years and 
many experiences later. In the fall of 1931, 1 joined Mr. F. M. Mathis 
as his assistant; the following year I was named the full-time 
principal. In the thirteen years I had graduated from Tyler High 
School, completed work for my B.A. degree from Texas Technological
 College in Lubbock, and taught several years in Starrville, Amarillo, 
and Douglas School in Tyler.

My doubts and fears gradually became less persistent due largely to
my father's encouragement. It was true, as he said, that I had already 
served as a principal for four years and as a classroom teacher at 
different levels. He pointed out that I was young, healthy, and not 
afraid of hard work. But most helpful were his efforts to teach me 
how to prepare daily and monthly reports for the superintendent's 
office. (Remember my trouble with arithmetic?) I appreciated the 
loan of his dilapidated typewriter, but did not follow his advice to 
learn touch typing. To this day my two index fingers plug along as 
they put my thoughts on paper!

I was greatly honored to be selected for such a desirable post, 
especially since there were many other Tyler teachers who were no 
doubt qualified in many ways.

Secondly, I was fortunate in that my sister, Mae, was already 
teaching at Bonner, and she became a source of great help. She has 
often told me that I was a hard taskmaster as far as she was 
concerned, although she knew I was bending over backwards to avoid 
being charged with nepotism. Mae was always a master teacher, and 
I know she was disappointed when passed over for promotions and 
honors that would have been hers under different circumstances. 
After mother died Mae decided to go to Port Arthur, where she could 
have a better chance under a different principal; and she did. I 
was extremely lonely and decided also to make a change. In June of 
1936 1 returned to Columbia to work on my doctorate; during the 
summer sessions of 1932, 33, 34 1 had completed work for my Masters 
at Columbia.

Vivid and tender memories come to mind when I recall my days as 
principal at Bonner. Sometimes they are intertwined with the days 
I spent in the same building as a school girl in 1917-18. There is 
a saying, "When the going gets tough, the tough get going." So it 
was with me; when the problems seemed insurmountable I would go 
upstairs and sit a while in the same seat I occupied in the 
seventh grade when the building was completed. Reliving memories 
of my own school days, recalling the Bible verses and proverbs 
our teachers often read to us or wrote on the blackboard, 
remembering the patriotic and spiritual songs we sang, and enjoying 
again the messages from the great books, gave me strength. With 
another perspective I was usually able to return to my office with 
renewed courage, hope and vision; and determination to try to 
provide for my Bonner School children an environment as rich and 
memorable as my own in years gone by.

The first year when I was assistant to Mr. Mathis there were 
approximately four hundred children enrolled i grades one through 
five; the number of teachers and room occupied varied with the 
enrollment, though it must be admitted that then and for many years 
the teacher load was too heavy. The physical plant consisted of the 
1917 three-story building. The basement had two classrooms, furnace 
room, a dark inadequate restroom for each sex, an two feeble fountain 
sets which were often out of order There were five classrooms on each 
of the other two floors the principal's office was a tiny cubicle at 
one end of the third floor hall, reached by several steps. There was 
no cafeteria; the children and teachers brought sack lunches.  Some 
children who lived nearby went home; the others sat on the stairs or 
ate outdoors weather permitting. The few library books were stacked 
on shelves in one of the regular classrooms. The rocky playground 
had one redeeming feature-several beautiful oak trees which 
furnished shade for the teachers who had to supervise children's 
games; we had no special playground teacher at that time. We still 
had the old-fashioned recess period which taxed the toilet and 
fountains to their fullest capacity. It took young persons to
negotiate the stairs.

Then a most unpredictable situation arose, and it was to demand that 
we change or at least try to improve some of our physical and 
instructional problems at Bonner and all other Tyler schools for 
that matter. In fact, Tyler nor any of its people were ever the same 
again. It was the discovery of the East Texas oil fields, which 
ultimately attracted people from all over the world. First discoverv 
in 1929 was the Van Field, Van Zandt County. Then in 1930 came the 
East Texas Field, which included several counties and is the world's 
largest.

Tyler at first attracted only the executives, the upper crust who 
came in with their families and lived in mansions.  Naturally Tyler's 
own business community was involved, and the old and new merged to 
form a new social and intellectual group; their children went to Gary 
School. Bonner became one of the "landing areas" for the field workers
--the roustabouts whose manual labor brought in the gushers.

Although Longview, Gladewater and Kilgore, because of their proximity 
to the fields, received most of the children of the workers in their 
schools, Tyler got her share. Almost overnight Bonner's enrollment 
jumped from 450 to more than 700. The average class size was close to 
50, with children sitting and standing everywhere. The applecrate 
chairs at the room library tables were used for desks; the teachers 
forgot they ever had desks and chairs. Lunch periods were increased 
from three to five with children hurrying through the lines in less 
than 25 minutes; play periods became a matter of "watering and 
unwatering." But the interesting thing is that standardized test 
results were about the same as before the deluge. I knew that the 
credit for children's progress during that time, as is always the 
case, had to be given to the dedicated teachers who worked untiringly, 
even to the point of health injury. At that time we had none of the 
teaching aids and tools routinely used today. There were no special 
visual aids, school library, teacher workrooms and supplies--no 
government aid of any kind. We had only state-provided textbooks--
but excellent teachers, interested and cooperative parents, and 
children, who came regularly to school and were teachable if not 
always eager to learn. Most helpful was the "readiness" for all-
around school growth provided by parents who wanted their children 
to learn and were willing to cooperate with the principal and the 
teachers. We felt confident that the parents would stand behind us 
in all of our reasonable expectations; we knew that the parents and 
the community expected us to assume responsibility for children's 
behavior while they were in school. We felt no reluctance in 
"applying appropriate punishment" for misbehavior for we had an 
understanding with parents. The idea of being "slapped" with a lawsuit 
by irate, uninformed parents was unthinkable in those days. Of course 
there were many misunderstandings and problems, but the relationship 
between school and home was such that there were opportunities to 
adjust the conflicts to the satisfaction of those involved. I am 
truly thankful that my teaching days took place in an era when the 
school, the home, the church, and the community in general worked 
together for the good of the children at all levels of development.

Of course, with an enrollment almost doubled our first obvious need 
was for more space. A new six-room annex with extra water fountains 
helped greatly, but the restroom situation remained. A small cafeteria 
was made from the two basement classrooms. Special areas were leveled 
off for playground space; another small plot was cleared for a school 
garden. A part-time playground teacher was finally engaged, but even
then each teacher "kept an eye on her group." Since the teachers had 
no "off period," I took over their yard duties during lunch time.

A classroom near the front door was furnished as an office for the 
principal. One corner of that room was set aside for the school 
nurse, Miss Olga Larson, who came on scheduled days and helped the 
teachers with weighing and visual (eye) examinations. She examined 
children for communicable diseases, and when necessary made 
recommendations to consult family physicians. In another corner of 
the office a table, small chairs and a rug made a comfortable place 
for young visitors to enjoy the books which the principal provided for 
them. Such a visit was a reward for good behavior or for some special 
contribution a pupil had made to his room or to the school. (Rewards 
were approved in those days. ) It was the principal's effort to dispel 
the traditional fear most children felt when they went to the office 
those days. It helped to build a good relation between principal and 
children, and reduced the need for corporal punishment. An effort 
was made to make the office attractive with use of potted plants, 
flowers in season, pictures and bulletin boards often prepared by 
the children.

Among my most beautiful Bonner School memories are the early Rose 
Festival events each fall. Those were the days of the first 
festivals when there was a minimum of national and probably no 
international publicity. Those were the days when just about everyone 
who wanted to could have a part in preparing and participating in 
the annual event held in Tyler. It was not yet influenced by family 
traditions, local politics, and festival committees.

For several years the Bonner faculty, parents and children had a 
twofold role in the Rose Festival; we were to decorate a float and 
to make costumes for one hundred fifth grade girls to march in the 
parade. I shall always remember the afternoons when the mothers 
came with sewing equipment and materials. I designed the costumes 
to represent a rose, cut patterns and made one costume as a sample. 
Green cloth was used to make the pants; red Dennison crepe paper 
was used for the petals. A broom handle was used to "curl" the 
petals. A white camisole served to hold pants and petals together. 
The effect was lovely--each little girl's pretty face centered the 
petals like the heart of a rose. As Our Bonner "Rosebuds" passed 
by me in the parade it was hard to hold back tears of happiness. 
When we won first prize for our float, "our cup did run over." We 
had decorated it with paper flowers and plenty of glue and nails. 
Today it may be called "tacky." We thought it beautiful.

One of the major events of the spring term in Tyler Schools was the 
various Interscholastic League contests. They were highly competitive 
and gave opportunities for pupils to participate in academic and 
physical-type activities. We all spent hours grooming, practicing, 
encouraging and sometimes pushing our entrants. Some teachers 
volunteered to coach children in preparing for contests in spelling, 
essay writing, and declamation. Others preferred to train those who 
were interested in physical activities such as potato races, broad 
and high jumping, and bar chinning.

I always chose to sponsor the declaimers and found the hours so 
pleasant and rewarding. Bonner School felt very honored when Billy 
Rodgers and Miriam Elliott won first places in the citywide contest; 
Billy was twice the lucky declaimer at the District meeting.

By today's expectations, our efforts in the 1930's to help children 
develop the habits, attitudes and skills needed for effective, 
all-around good citizenship would be old fashioned--even offensive 
to many. Some of our practices in those Bonner days would be 
criticized as "unconstitutional, discriminating, anti-social, 
anti-sexual" and a dozen other derogatory charges by current groups 
whose claims and maneuvers are pictured daily by eager television 
and other media reporters.

I can visualize the principal of Bonner School in court trying to 
defend the reading of Old Testament selections in Chapel or classroom 
morning exercises.  (We never used any selections from the New 
Testament and were never allowed to comment.) I can see her striving 
to explain why each child was expected to cooperate in helping to 
keep classrooms, cafeteria and playground free from deliberately 
spread trash--paper cups, straws, bottles, wrappers, etc. How could
she impress the court with the need to exclude from the classrooms 
and library reading materials and instruction contrary to the 
democratic ideals basic to our country's survival? What luck would 
she have explaining the need for the school to help develop good, 
wholesome attitudes toward work--and an awareness of the consequences 
of lifelong dependency on government or other agencies for livelihood? 
What would she say about the use of competition in classwork, 
athletics, contests and other areas designated to motivate individual 
effort, pride, and resourcefulness? How could she make a case for the 
interrelationship between good behavior and desirable academic growth; 
between good parentteacher working conditions and a child's success 
in school? And finally, would there be an old-fashioned, perceptive 
judge with the guts to pound the gavel and call to order an ill-
mannered, prejudiced audience to give the principal a chance to 
summarize her case? I doubt it; she would probably leave that 
American courtroom feeling like a fool! I'm glad I'm not that 
principal todayl

During that five year period (1931-1936) we made several changes in 
our curriculum. Some of the Bonner teachers and I spent the summer 
months in colleges and universities to upgrade our teaching 
credentials or working on masters degrees. I spent three wonderful 
summers in Columbia University, New York, and received my masters 
degree in the fall of 1934. In the summer of 1935, 1 taught in Stephen 
F. Austin State Teachers College as a critic teacher. From these and 
other experiences, we began to see the advantages of a less 
traditional curriculum and the need to provide a more child centered 
school environment with emphasis on individualized instruction, 
materials and evaluation processes. We approached our program changes 
in various ways. - For example, we first had to be sure we had the 
approval and assistance of the superintendent and his staff of 
supervisors. Then we should seek a common understanding of our 
goals between teachers and parents. We knew there was great potential 
among the parents, and we made every effort through Parent-Teacher 
meetings and individual conferences to be sure our proposed program 
was not only understood but also approved and supported. We had to 
move very slowly--sometimes needed to carry our parents along at a 
snail's pace. So, step by step, the following changes and innovations 
came about--but not necessarily in the order given:

Once our objectives were identified, understood, and approved, we set 
to work. First, we put the "screwed to the floor" desks on movable 
runners, which made available space for small groups of children to 
sit around the teacher for their instruction.

Based upon teacher observation and standardized test results, we 
divided the class into small groups, each composed of six to ten 
children with similar strengths, weaknesses and needs. Such 
arrangements required that the subject materials and, equipment be 
selected to meet as far as possible the specific requirements of each 
individual. For example, if a fifth grade child was reading at a 
third grade level, then he was furnished a third grade reader and 
received instruction at that level. He competed with his peers who 
were also on the third grade level. Most classes were divided into 
three instructional groups, at least for reading. The grouping was 
often changed for different subject areas. A child in the third grade 
reading group could possibly be with a fourth or fifth grade group in 
arithmetic. Being flexible, there was no need for any kind of stigma 
or embarrassment; each child supposedly worked at his own level and 
pace. Theoretically, it was a good type of program; I have always 
felt the advantages outweighed the negative aspects. It eliminated most 
of the impossible competition and insured some measure of success for 
all children.

This type of semi-individualized instruction required a comparable 
change in our report card symbols. As a rule, the A, B, C, symbols 
were replaced by such letters as S, I, N, etc. Frankly, I'm not sure 
we have ever found the answer to the problem of evaluating. progress. 
The parent-teacher conferences showed some progress, but became 
impractical when both parents worked outside the home and were not 
available for meetings with teachers.

Another change in the instructional procedures was made, especially 
in the intermediate grades when we combined some of the closely 
related subject areas into large instructional blocks with the 
homeroom. teacher. This helped to eliminate the brief period of 
time allowed each subject and	the constant moving about from room 
to room with a different teacher for each subject.  For example, we
combined history and geography and labeled the new areas--"social 
studies."  Practical spelling, oral	and written, were	also taught as	
needed in developing a so-called social studies unit.	Time has shown 
us some of C, the	weaknesses of his	type of integrated program.
Theoretically, it was a sensible way to approach learning.  The 
trouble was we neglected to drill as much as we should have	in 
spelling, grammar	and other composition areas.  Further, we neglected
to emphasize place geography, historical facts, dates in chronological 
sequence.	I wish that	the teachers who followed us had recognized 
the weaknesses in our program and made the necessary "repairs."  Not 
so, according to current reports as given on televisions and in 
periodicals. A recent survey revealed a lamentable weakness	along	
such	lines	in our present-day educational programs.  Ignorance of
historical leaders, geographical locations, inability to spell or 
write a complete sentence, and other knowledge and skills seem to be 
the norm today.  It is for me, and I hope	for others,	a source of
great embarrassment, even sadness.

The saddest of all situations during that time was not unique to 
Bonner; it came about as part of the Great Depression. Although 
Tyler felt its effects only minimally, Bonner did have some pupils 
whose parents were financially unable to supply their needs. However, 
I didn't fully understand the national impact until I learned that 
many of my classmates at Columbia University had been issued script 
instead of actual currency for their monthly salaries.

We at Bonner were never unmindful of the needs of our less fortunate 
children. Soft-hearted teachers took money from their own pockets 
and bought lunches for some children; the Parent-Teachers 
Association among many things set up a "clothes-closet" from which 
emerged many nicely dressed children. Most civic clubs donated 
funds for dental, visual and other medical needs. Free tickets were 
issued so that no child could miss anything--all free of charge or 
obligation; and careful not to embarrass anyone!

Since many of these transactions took place in my office, I was in a 
position to witness what was to me a gradual shocking change in the
attitudes of the children and their parents. In a couple of years 
they seemed to be saying, "I deserve this--and more. it's somebody's 
responsibility to provide for me." I grew up under the influence of 
parents who believed "Those who don't work, don't eat." I believed 
and still do that an honest respect for honest work is vital to the 
welfare of the individual and to our American way of life. I believe 
every one regardless of age who is physically able should try to meet 
his own needs at every level of development. In my opinion, this means 
that children should be brought up to realize that they have 
responsibilities; that they must carry their part of the load, however 
small.

So I set aside money from my own budget and made opportunities for 
older children to earn money with which to pay for lunch, tickets, and 
other items. I was careful to ask each child if he wanted to work 
under such conditions. Soon I had a group of rather dependable helpers 
doing such backbreaking tasks as watering flowers, picking up paper, 
running errands, stacking trays in the cafeteria, and similar jobs. 
These children were thus able to go down the cafeteria line and pay 
in cash for lunch; they could produce the cash for tickets to 
programs; they had earned their money; they seemed proud of their 
new status and so was I.

But as the old saying goes--"All good things come to an end," and so 
did my plan of helping children build self-respect, confidence and
equal status with their peers.  Once my project was disclosed, 
everything (hell) broke loose. Some outspoken "do-gooders" from the 
P.T.A. as well as my own colleagues charged me with everything 
despicable short of breaking the child labor laws.  Most of all was 
their accusation that such a plan as mine would bring embarrassment 
to the children; it would set them apart, probably for ridicule from 
their peers. They would be different!

It did little or no good for me to try to defend my idea.  But as 
often the case I've had	the last word though few if any recognize or 
admit it as such. Today all of us taxpayers pay dearly for the New 
Deal philosophy which was originating during those days and is still 
going strong.  The welfare program was in its gestation period then 
and would soon be born. It has reached its maturity long since; indeed 
third and fourth generations, grandchildren of my little office 
helpers, are sitting around now with just enough energy to take the 
monthly check from the mailbox. Absent from most of them is any desire 
to attain status in the work market; gone is the pride, self-confidence, 
ambition I was trying to generate and preserve. Just one thing remains 
for many--the assurance that they feel justified the world owes them a 
living. It's no concern of theirs, they think, that there are people 
who must work and pay taxes to maintain the welfare program. Some may 
be dimly aware of the need to vote periodically for the nice 
politicians-- "the goose that lays the golden egg." I am aware that 
there are some people who deserve and who are legitimate recipients of 
welfare assistance. In this instance I am thinking about the thousands 
of able-bodied ones who should be out working and making an honest 
living. I am thinking of those who consider a new baby each year or 
two another dependency claim--a higher welfare check each month.

My most poignant memory about my Bonner principal days happened one 
morning while I was sitting at my desk, probably counting on my 
fingers trying to work up a monthly report. I looked up when I heard 
a timid voice, "Miss Moore, we can't find the poem you want, so I have 
written one for you." I couldn't believe my eyes. On a piece of ruled 
paper was the title of the poem I had heard read at a recent District 
Meeting TSTA. I was so impressed with it that I decided to try to find
a copy. (I'm still wondering why I didn't ask or write the speaker for 
a copy. It's evidently a bit of doggeral and does not merit a place in 
any library I have consulted.) Soon after the meeting I enlisted the 
help of Bonner teachers and children. They had no luck. Then here 
stood this child with a copy of his own creation. I wanted to hug 
him . . . and did some thirty years later. The former young author 
came to my office, this time in Sutton Hall at the University of Texas 
in Austin, where I was at the moment engaged in grading a set of papers.

"You don't remember me, do you?" was the greeting. But it didn't take 
long for me to see that the good-looking young man standing there was 
a grown-up version of the little blond, blue-eyed boy who had brought 
me his version of "When God Stoops Down and Whispers." That poem was 
a treasured possession for years. When I moved back to Tyler I took it 
out of my lockbox--and I haven't seen it since. It disappeared along 
with some other important papers. If I find it, I shall put it with 
this story.

During our visit that day in Austin I learned that he had graduated 
from one of our leading ministerial schools.  I heard later that he 
was a professor in one of our Texas colleges. When I recall this 
episode in my career, I am always reminded of what my parents told
me--"Your compensation in money will be meager, but you will be richly 
repaid in other ways."

On March 9, 1934, my fourth year at Bonner, our mother died from 
cancer, the illness that caused me to resign in 1931 as language 
arts teacher in Margaret Wills School in Amarillo, and return to 
Tyler. When our father remarried, Mae accepted a position in Port 
Arthur; I purchased a new home for my younger brother Bruce and me. 
My brother Travis was married and had a beautiful young son, Jerry.

The Bonner teachers gave a shower for me and I still have several of 
the lovely bowls, pitchers and other kitchen articles. When the 
teachers rang my door bell the night of the party, I couldn't have 
been more surprised; and it was real. I was making pear preserves 
and certainly not dressed for guests. But my embarrassment soon 
disappeared for I knew they had come out of affection. It was a 
long time before I was again to experience a similar party . . . 
and housewarming.

I had a fifth wonderful year with those teachers at Bonner. In 
December 1935 we made a booklet containing much material about the 
school at that time; in it are names of the teachers, children, 
and others connected with the school. There are original poems, 
stories, letters, and accounts of room activities. The pictures from 
each room and the captions tell much about the curriculum. All in 
all, it is a rare document describing the Bonner School I loved so 
much.

In the spring of 1936 1 requested a year's leave of absence to 
return to Columbia for my doctorate. My superintendent persuaded me 
to take a nice trip instead. I made plans for a trip around the world 
with a six weeks summer session in the University of Hawaii. Then one 
morning when I awoke I knew my plans had to be changed. I surveyed my 
bedroom--there was a half-packed, carefully labeled steamer trunk 
with many tissue-wrapped dresses and suits. A fine leather handbag 
was neatly organized with visa, passport, travelers' checks and cash, 
a university admission letter, receipt for my down payment on a room 
in the Charles Atherton House on the campus, a railway ticket to San 
Francisco, and a ticket for transportation on the LURLINE across the 
Pacific to Honolulu.

That afternoon Mr. Hodges took one look at me and knew what I wanted 
to do. The School Board, probably encouraged by Mr. Hodges and Judge 
Thomas B. Ramey, granted me a year's leave of absence. I returned the 
visa and passport, the reservations and other items; changed the 
labels on my luggage; wired for reservations at Columbia; sold my 
home to Travis from whom I had bought it; and disposed of furniture 
and personal belongings.  Early in June I boarded the Eagle in Troup 
and headed east for what was to be the beginning of the eight most 
memorable years of my life. It was almost like going home for I had 
already spent three summers in New York working on my masters degree. 
I soon found the course work for the doctorate much more difficult 
and demanding. Not so demanding, however, that I did not have time 
to enjoy the eight classmates with whom I would work in our major 
professor's classes. Dr. Herbert Bruner was young, handsome and an 
excellent professor, he gave ample directions but left us much 
personal latitude for the challenging projects we faced. One member 
of the group was not a candidate for a degree; he was Dr. George Earl 
Freeland, and he had already received his doctorate from Clarke 
University. He had served recently as dean of the College of Education 
at San Jose State University, and Lecturer at Stanford University in 
California. He had come to New York to work with the editors of 
Charles Scribners Sons who were preparing for publication his
 manuscripts for a new set of books--The New Frontier Social Science 
Series. He often claimed we were destined to meet. In the spring of 
1936 he had been offered a position in the University of Hawaii but 
declined, in order to work in New York with the Scribners editors.

We were married June 1, 1937 in the Chapel of Riverside Church in 
New York City. We left immediately afterward for Texas.  George had 
accepted a position in the University of Texas summer session. Little 
did I realize then that Austin and the University of Texas would play 
such an important part in my future. In August we came to Tyler for 
me to take over my new duties as supervisor of Elementary and Junior 
High Schools. George looked forward to a quiet place where he could 
continue with his writing and publication of new books. Both of us 
had been offered positions in the Metropolitan area, but we wanted 
a warmer climate. Too, George was excited by the hunting, fishing, 
and golfing recreation possibilities to relieve him during his heavy 
writing schedule over the next seven years.

Thus began my third and final Bonner period, but this time I was to 
work with all the schools from 1937-1951. This record appears in 
another section of my story.