Elementary Schools, The Tyler Public Schools, 1937-1951 - Smith County, 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 ***************************************************************** 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. ELEMENTARY SCHOOLS THE TYLER PUBLIC SCHOOLS 1937-1951 When I came back to Tyler in August 1937 after a year's leave of absence, I brought two new acquisitions--my handsome husband, Dr. George Earl Freeland, and a Curriculum Specialist's Diploma which Columbia had just begun to offer. We had spent our honeymoon in Austin, where George had taught in the University of Texas during the first summer term. We were warmly received by my family and friends, and settled in an apartment on South Fannin Avenue, which was not only little better than a gold fish bowl but terribly hot. We soon moved to West Phillips Street--the top floor apartment of Judge and Mrs. Russell's home. I was named Supervisor of Elementary and Junior High Schools. Several years later I was promoted to Assistant Superintendent in Charge of Elementary and Junior High School Instruction. This was the beginning of my final association with the Tyler Public School System, a fourteen year period from 1937 to the fall of 1951, when I joined the staff of the Texas Education Agency as an Elementary Curriculum Consultant. In the pages which follow, I have described some of the events and personal experience of those years, which in a way divide into two periods. The first seven years are memorable for they were enriched by the support of my husband, from whom I learned most of what I know about education. He took over where my father left off. When George died in 1944, a new era began. I sometimes refer to it as the "life begins at forty period." The next seven years were full of challenges which taxed my resourcefulness and courage; they were the interim of a completely new life and career. I must admit dreading my new assignment in Tyler, especially after sitting at my new desk that hot August day in 1937. There was no outline--not even a tablet and pencil handy. I was used to the routines as principal and could have moved in to such a position effortlessly. All the theory about supervision had been taught me by the best professors in the country, and I had had a considerable amount of first-hand practice while in Columbia. In addition to several weeks in Baltimore's school system, I had worked in Chester, Pennsylvania, Jamaica, and several other metropolitan area schools. Finally, I decided the best thing to do was to put some of my new ideas into practices, get things moving, impress everybody! But my eagerness was soon restrained by George's diplomatic advice that I move very slowly--just begin where we were and try to make everyone, including myself, comfortable and easy. George's wide experience in the educational field enabled him to know the danger of pushing people and ideas too rapidly. His advice was fortunate for me; I soon realized its wisdom, and it was a lesson I was to remember the rest of my teaching career. I saw why it was necessary for "the ruffles and flourishes" to wait. I was also fortunate in developing a new perspective regarding Tyler. I began to see Tyler and East Texas through George's eyes. He loved the country and enjoyed the opportunities offered him--hunting, fishing, golfing and many friends. He often said "Tyler is a great little city; it already has a fine school system--just try to make it even better. "I began to appreciate our firm historical background, and could foresee a promising future in our educational program. I think those dreams were a part of the events and activities we engaged in from 1937-1951. Apparently, we did develop a splendid educational program during those years. I was and still am proud to have been a part of it. Many individuals and groups of people contributed hours of hard work and rightfully shared in the honors that came our way, for news of the program was spread around by many, especially Dr. Henry J. Otto, professor from the University of Texas. Dr. Otto became the consultant to our program, and fairly beamed when he described it to groups of educators over the nation. Our gratitude goes first of all to the Board of Education. The membership changed from time to time for they were chosen by city-wide election. From the early years I recall two members who served with great distinction. First, there was Judge Thomas B. Ramey, a brilliant attorney, member of the State Board of Education, my personal attorney, and a dear family friend. We shall always be indebted to Judge Ramey; much of Tyler's progress in the city as well as the schools can be attributed to his excellent leadership as president of the local board. Then, we owe much to Mr. Pickens C. Pinkerton whose integrity and modesty did much to impress the Tyler community. He, too, was a personal family friend. His two sisters, Floy and Carrie Bell, were our classmates; his children were pupils at Bonner; his daughter, Virginia and her husband, Julius Buchanan, donate hours of time to the Smith County Historical Society. In 1951 Tyler had one of its strongest school board groups; they were H. H. Clarkston, president; Calvin Clyde, Jr.; Dr. C. B.Young, formerly school physician; Byron Saunders; J. S. Hudnall; W. T. Brookshire; and Zeb Spruiell. (Pictures and biographical notes are enclosed. We felt the Board's influence individually through our superintendent, Mr. J. M. Hodges. When he left Tyler to become the president of Wharton Junior College, he was succeeded by Dr. Mortimer Brown. Dr. Hollis Moore from Colorado followed Dr. Brown, who was elected superintendent of the El Paso Public Schools beginning in the fall of 1951. I was fortunate in my professional relationship with Mr. Hodges, which began when I taught at Marsh and Douglas in the spring of 1931. There was mutual respect, trust and deep understanding. He was heard to say he knew he could depend on the loyalty of the Moore family. He was correct. At one time there were four of us connected with the schools. However, for the first time since 1915 when we moved to Tyler for Papa to become principal of Douglas, there were no Moores with the schools in the fall of 1951. Mr. Hodges was a superior administrator, but he didn't meet and deal easily with other people, being rather withdrawn and modest. Consequently his unique business acumen and integrity, and his unselfish and sincere goals for the schools were sometimes overlooked or deliberately ignored. Many people, including his associates, may not have realized the money he saved the taxpayers of Tyler. Of course, that meant lower salaries for many of us, but it also meant we did get some salary, and in those days funds were quite limited in most school systems. I still feel grateful to him for helping me in so many ways. George had great respect for his administrative ability, and credited him for much of the success the Tyler schools enjoyed during his tenure. They often took long walks together, and Mr. Hodges was very understanding when George died. One of my most pleasant experiences during that period was working with the principals. They were intelligent, well-qualified and competent, and their good sense of humor often helped to avert what may have otherwise been unpleasant situations. The elementary principals were young and energetic; and I, though only thrity-three at the time, had to work fast to keep up with them. Their cooperation astounds me even today; and what is more I marvel at their willingness to work with me--a woman. It may have been because they knew I had been a principal for several years and was aware of their problems and needs. At any rate that experience and others that preceded or were to follow convinced me that I enjoyed working with men--that I had nothing in common with the woman's lib movement. The truth is I feel sorry for those poor, unhappy women who for some reasons couldn't "make it" on a personal or business basis with men. The turnover in personnel was about average; a departing principal seemed always to be followed by an equally competent one. It was, as I have said, a glorious period for me and I treasure every memory; it saddens me when I hear that another one has died. Among them--my father, John R. Moore; W. V. Boone; L. R. Herring; F. M. Mathis; William Ward, John Cox; Robert L. Burns; W. S. Black; Mamie Griffin; and W. E. Winters. Among my supervisor colleagues several also have died: Miss Louise Glenn, Mrs. Pearl Robertson, and only recently, Mrs. Hazel Owens. The Tyler School System also had on its rolls some of the most outstanding classroom teachers in the State. Salaries were not very adequate, but the system was on the whole "up and coming" and attracted good teachers. Its qualification requirements were rather stiff, but this within itself was an advantage to all. It offered opportunity for advancement if not within the system then to other locations. In a few years former Tyler teachers could be found in Dallas, Houston, Austin, El Paso and other city systems. Too, some were invited to join college and university faculties. The strong in-service programs for Tyler teachers almost guaranteed their growth and advancement. I do not find a complete list of the names of Tyler teachers during my supervision /superintendency days, but I have the 1949-50 line-up and am including it in this story. Those were my father's last teaching days; he retired in June of 1950. of course many of the line-up for 1937-38 have died as well as many of those who were teaching from 1938-1951. CHILDREN Since my position had been created largely to help insure the growth and development of children, it was almost ironic that my relatiohship and association were so limited. Soon I discoverd, as have others before me, that whatever I would do must be carried on through principals and teachers. Fortunately, I had the opportunity to observe them in their classroom and playground and Camp Tyler activities. Too, I administered and studied the standardized tests results, but this did not endear me to anyone. As I write these words, I realize that it has been exactly fifty years since I worked with the first group Of children. Of those who survive today, many are not only parents but grandparents or even more. The reality of the situation was made quite clear to me recently when a grey-haired fellow rang my doorbell. Apparently he had learned that I had returned to Tyler and he wanted to refresh my memory. According to his story, I had administered a good thrashing in my last year at Bonner for something which he didn't do. He looked so relieved and hurried away leaving me with a rather guilty conscience. MY DUTIES AND RESPONSIBILITIES Sometimes I think my responsibilities and activities during the 1937-51 years might well be termed the "Topsy Jobs" for they just grew. I received no written assignment; from informal conferences with Mr. Hodges, I knew I was to try continuing efforts to develop a good program for children in cooperation with the principals, teachers and parents. He often said, "Be sure to remember the principal is the head of his school, you work under him when you are in his school." A second frequent admonition was--"Work closely with the PTA; the schools belong to the people in Tyler." As the months went by I began to understand that I was in a way a "Girl Friday," and subject to call from anybody at any time, as circumstances demanded. That was a difficult type of program for me; I like to make a schedule of proposed activities and stick with the list as far as possible. As I review my materials, it is clear to me now though "I was blown with the wind," I did manage to follow a sort of routine schedule periodically. The weekly schedule generally included a visit to each school, conference with the principal, examination of each teacher's weekly lesson plans, observation and sometimes participation in classroom activities, and follow-up conference with the teacher. My understanding of each school's program was certainly extended when I observed pupils and teachers in the cafeteria, in chapel or school programs, on the playground, at Camp Tyler and the Farm, and on the school bus when teacher and children made trips in connection with the social studies unit. Once each year there were two tasks which I dreaded very much; I found out later the other participants did too. The first was the annual evaluation of each teacher. The results were filed with the superintendent for his use with the school board in making contract plans. Of course it was easy enough if the teacher had no problems, but with those whose work was considered less than satisfactory, I spent some sleepless nights, mostly in prayer. Fortunately, there were few teachers whose contracts were not reissued. The second uncomfortable task was that of administering the annual standardized tests for certain grade levels. Everybody disliked them, and though they were a popular method of determining academic progress and ability, I felt then and more so now that their use was debatable. Proof of my opinion of their value at that time may be determined by a single word I wrote on one of my private reports--"silly." When rumors reached me that some of the teachers would like to see me "practice what I preached," I asked the prinicpal of Douglas School to "loan" me a class for a month. I spent that time teaching a fourth grade unit on Mexico. Teachers from the intermediate grades over the city were invited to observe the supervisor "do her stuff." It nearly ran me ragged trying to teach a class and do all the other jobs expected of me, but I enjoyed every minute of it, especially the opportunity to work firsthand with children. Too, since I thought it turned out pretty well, I was glad the teachers had sort of challenged me to perform. Recently, I visited with one of the pupils in that group. We had such a good time recalling those days. I remembered well his role as the bull in the toreador fight. He had made his own "costume" from two old tow-sacks, adding horns, tail and a very big head. It was something to remember, and I did. But, it took a bit of imagination to place the middle-aged grandpa in the fourth grade role! CAMP TYLER In February 1949, 1 attended in New York City the national conference of the Association for Supervision and Curriculum Development. On my return trip to Tyler stopped over in Battle Creek, Michigan to confer with and observe Dr. George Donaldson. At that time he was director of the Clear Lake Program, financed largely by the Kellogg Foundation. Our interest in the Michigan outdoor program came from our need for a director for our own Camp Tyler project. The Tyler Board of Education became interested in an outdoor program, and made an arrangement with the Smith County Youth Foundation, which allowed the schools to operate and maintain Camp Tyler nine months a year. The program would be closely coordinated with classroom work in the fifth and sixth grades of the Tyler Public Schools. I was very much impressed with the Kellogg Camp Program and its director. An invitation was soon issued and accepted; Dr. Donaldson remained with the Tyler program for fourteen years. Much was written about the Tyler camp, and I have included some of the publicity in this story. Since it was a community undertaking, the Tyler Courier-Times was most generous in telling the story. I prepared a booklet--Camp Tyler, A Unique Educational Laboratory - of the Tyler Public Schools - A Community- School Camp. (No credit was given for the authorship.) The booklet which was widely distributed, gave an overall description of the purposes, the artist's drawings of the buildings with floor plans, and photographs of planning sessions. I recall "firsts"--the first group of day campers from Birdwell Elementary School; the first one-week campers from Gary School. Mrs. Stella Brown was the teacher and I shall never forget how I sympathized with her and all concerned that Camp Tyler day; there was never such a rain, everyone was soaked to the skin; but everyone seemed to have a "ball." PROFESSIONAL ORGANIZATIONS ACE - American Childhood Education Association All of the elementary teachers were members of ACE, which at that time was probably the most popular professional organization in America. It dealt with problems and situations familiar to the classroom teachers who worked with young children. It was rather informal in every way, and fortunately had not succumbed to the approaching political influences. The credit for establishing the group in Tyler goes to Mrs. Pearl Robertson, supervisor of the primary grades. She worked with the teachers unselfishly and untiringly for years to make it a successful part in their lives. We all knew it was "Miss" Pearl's first love and that it lacked a most powerful ingredient when she retired. I shall always cherish the beautiful diamond Bulova wrist watch from ACE when I resigned to join the TEA in 1951. Then I was invited to return for the group's breakfast meeting at the Plaza Hotel on Saturday, December 5, 1953. 1 felt so honored to have the opportunity to speak at the meeting, and very pleased with the thank you letter from Orelle Watson and the news clipping sent by Winnie Yoe. Speaking to ACE groups at the regular meetings was a pleasure, and I was glad to have the opportunity to continue this practice in Austin. I worked with the Austin teachers to plan the State meetings when they were held in that city. It was doubly enjoyable when ACE friends from Tyler and East Texas attended and we managed to have visits. Mae was once a delegate from Marshall where she was then teaching. That was especially wonderful! Texas Association for Supervision and Curriculum Development I became interested in another group about the same time--the Texas Association for Supervision and Curriculum Development and the parent National group ASCD somewhat later when I was at the University of Texas. I, along with many of my TEPSA colleagues, served on committees and participated in various ways. We were often on programs at the State and National meetings. We often traveled by train on a coach reserved especially for us. I shall never forget those sharing periods; of course our conversations often included more than references to the meetings, the challenging speakers, and what we wanted to do to up-grade our efforts when we returned to our respective school systems. We wanted to talk about the good shows we had seen; the interesting eating places where we had indulged in exotic food, and the interesting people we had met. It was always the same--in New York, Chicago, Toronto, Cincinnati, Detroit, St. Louis, San Francisco, and Los Angeles. Maybe we learned a lot about place geography during those days. As I recall, membership in NEA--National Education Association--was mainly among Tyler administrators and a few "joiners" like me. I worked very closely with NEA for years-attended conferences, and wrote several articles for its publications. However, when I began to see the radical direction the officers were leading us, I withdrew and have never again had any connection with that group. It is tragic that the one professional group which should be truly representative of all teachers, now expounds a philosophy and participates in activities which few of us at the "grassroots" believe in or can endorse. I do not recall that we had a chapter of the Classroom Teachers organization when I was in Tyler. There may have been a chapter in later years. Texas State Teachers Association The Tyler school personnel also had opportunities to grow professionally through membership and participation in other organizations. Because of its unique character, purposes and possibilities for future financial benefits all eligible school personnel were encouraged to affiliate with the Texas State Teachers Association. There were a few "hold outs" at first, but I believe all Tyler teachers are enrolled today. The retirement program is an inducement not to be ignored. It is essential to those who are trying to guarantee a livable income for the future, being a supplement to social security or visa versa as the case may be. I have found that it helps to give me a great feeling of security; the monthly check makes me proud to have been a teacher in Texas. The sacrifice felt each month when those deductions were made in my salary now seems so insignificant. My father joined TSTA quite early in his Tyler career he enjoyed the State meetings and rarely missed attending one in the early days; Mae and I shared his interest - I can't say the same for George. On our way to a meeting in Fort Worth our car slipped off the pavement onto the sticky soil. He was totally unfamiliar with the blackland, and while I attempted to drive the car, George decided to push it. In the process he was sprinkled head to foot with that gooey mud. We did our best at the next filling station to wipe off the worst of it, but George had to sit in car and wait while I went into the building to speak to a group of somewhat less than eager listeners. Needless to say, the once white shirt was thrown away when the spots still advertised the blacklands. I don't think we ever went back to Fort Worth; however, I continued to accept invitations to talk to TSTA groups. Texas Elementary Principals and Supervisors Association It was in my Tyler days that I first became active in the Texas Elementary Principals and Supervisors Association. I was elected secretary-treasurer in 1948, first vice-president in 1949, and president in the fall of 1950. Those were glorious days for me; some of my best friendships were formed during those years. Too, under the leadership of Dr. Henry J. Otto, Texas elementary schools made great progress. Frankly, I doubt if there was ever a period before or after the late forties and early fifties that compared with those when TEPSA people were leaders in Texas elementary schools. We met annually in Austin, and always presented nationally-known leaders on our programs. Helen Heffernan, my teacher in a workshop I attended in the summer of 1946 on the UCLA campus, was one of our most enthusiastic speakers; other outstanding speakers were--Kate Wofford from the University of Florida and Dr. E. T. McSwain from Northwestern University. Some of the leaders in Texas elementary schools during those years wre: Richard Bowles; Epsie Young; Theresa Carrell; M. G. Bowden from Austin; J. M. Whitaker; El Paso; Gladys Simons, Fort Worth; Susan Crutchfield, Galveston; Herman Williams and Margaret Wassom, Highland Park, Dallas; Charles Dent; Herman Newsome; Ralph Duke, later at University of Texas; Elizabeth Hubach; Grady Coates, East Texas; and many, many others including T. B. Livingston, Ishmael Hill, Opal Eversole, Bruce Shulkey, Buford Williams, Herman Benthul, David Sellers, Bertha Brandon, Don Mitchell, John Cox, and C. W. Whitmore. The Parent-Teacher Association I have always had a warm spot in my heart for Mothers Clubs--or Parent-Teacher Associations, as they are now called. Perhaps I have this feeling because I got the right start. My father always had such a wholesome relationship with the parents of children in his school; no doubt he passed this attitude on to me. I was completely sold on my Own when the Douglas P.T.A. presented a beautiful strand of Delta pearls to me when I graduated from Tyler High School in January 1923. My association with parents at Starrville and later at Bonner was rewarding and very pleasant. Indeed, I don't know how I could ever have made it without the help of the parents and the community at large. So I agreed wholeheartedly with Mr. Hodges when he requested in 1937 that I give a top priority to my work with the Tyler P.T.A. Council and its individual school groups. As representative to the Council, I tried to streghthen the bonds between us and thus make cooperation a mutual affair. I do not mean to imply here or in any other part of my story that there were no problems. It was only natural that differences of opinion would surface, but the fine thing is that we tried to work together to solve the differences and come to conclusions approved by most of the people concerned. I tried to attend as far as possible all Council meetings and many monthly school events. I followed this practice in Austin when I supervised student teachers in the different elementary schools. The students and school personnel seemed to appreciate my interest; the students knew I wanted to set a good example for them, with the hope they would carry on when they became regular classroom teachers. Mrs. Ella Mae Swenson was president of the Tyler P.T.A. Council for a time and we became friends. We were also neighbors when George and I lived on Mockingbird and Chilton. THE ELEMENTARY SCHOOL EVALUATION PROGRAM, 1945-1951: During the last six years of my tenure in Tyler, we spent most of the time on our elementary school evaluation and improvement program. Each year we directed our efforts to certain phases of the long-term project. Dr. Henry J. Otto, internationally known educator from the University of Texas, was invited to direct our program. We proceeded in the following way: The First Year, 1945-46 1. It was agreed that all principals and elementarv teachers in grades one through six would participate, and that it would be a long-term program extending over a five year period. The sixth year would be used to write and publish certain materials. 2. The program would be introduced with a self-evaluation procedure, using as the instrument of appraisals The Handbook for Self- Appraisal and Improvement Elementary Schools, Texas State Department of Education, 1945. 3. The self-appraisal showed a need to improve the studies and language arts areas. The Second Year, 1946-47 1. The study program this year was involved largely with the completion of the self-appraisal, the formulation of specific overall plans, and the initiation of the first actual steps in the improvement of the elementary school program. 2. The language arts and the social studies areas were slated to receive first emphasis. 3. The examination of professional literature relating to these areas consumed most of the time during this year. 4. In April the first series of standardized tests were administered. The results were used as the basis for the next steps. 5. A workshop was held during the summer for approximately 60% of the teachers and administrators; it was sponsored by the University of Texas; four semester hours of credit were allowed; Dr. Henry J. Otto directed the class. 6. The workshop was directed to the need for a broader understanding of the total educational program; a study was made of the report of the Educational Policies Commission, Purposes of Education in America. 7. In order to prepare a final report that recognized the interrelationships between all subject areas and children's needs, the following bulletins were prepared: (1) A Tentative List of Guiding Principles for Developing and Appraising a Language Arts Program Integrated with Content Subjects (2) The Framework for the Social Studies in the Elementary School (3) The Cafeteria, a Laboratory for Social Living (4) The Auditorium's Role in the Elementary Program (5) The Playground, a Laboratory for Social Living (6) Cooperative Teacher-Pupil Planning (7) Special Interests Clubs The Third Year, 1947-48 1. The in-service study program centered around the interpretation of the bulletins developed in the summer workshop; continued reading of professional materials; and much experimentation in developing and recording units of work illustrating the integration of language arts and social studies. 2. A second workshop was held in the summer of 1948; this time about 80% of the faculty took part. Results of experimentation with the units were shared; bulletins prepared in the first workshop were revised. 3. New bulletins were prepared for these areas: (1) The Conservation of Human and Non-human Resources (2) Outdoor Education (3) Group Living at School (4) Home and Family Life Education (5) Intergroup and Interpersonal Relationships (6) Home and School Relations (7) Creative Arts 4. Sample units of work were made to illustrate ibilities for integrating all content areas with the possi language arts. Special emphasis was given to ways of developing language skills-- spelling, oral and written English and reading in the development of the unit. Copies of the units were made available. The Fourth Year, 1948-49 1. Experimentation with the units developed in the workshop; emphasis given to teacher-pupil planning activities. 2. Tentative plans made for the experiences at Camp Tyler, the school camp, which was to be opened in the fall of 1949. 3. Annual standardized tests were given. 4. Planned in-service meetings of teachers continued in each school, and representatives in meetings with supervisor. The Fifth Year, 1949-50 This was the final year of the language arts-social studies program; the emphasis was on the efforts to "get the results on paper." The participants felt they were ready to share their findings with other school systems, and that it would be necessary for the Tyler group to divide themselves into production committees for selecting and revising materials, editing and supervising the printing bulletins and other similar activities. Five committees were organized and the work of each outlined. 1. Committee One: Revision of the material: Guiding Principles for Developing and Appraising a Language Arts Program Integrated with Content Subjects. 2. Committee Two: Preparation of a Social Studies Handbook including sample units. 3. Committee Three: Each teacher developed a unit showing how the language arts was integrated with the social studies. This committee also prepared a Resource Handbook to help teachers find reading and illustrative materials suitable for units. 4. Committee Four: Preparation of diaries, logs, etc. describing how a unit was developed in each room; step-by-step, day-by-day account of what took place with teacher and children. 5. Committee Five: All teachers participated in this group which had as its purpose the evaluation of the five year program. They applied the Guiding Principles and through questionnaires, observation of classroom work, parent reactions, and results of standardized tests drew their conclusions. 6. Appraisal of five year program by Alma M. Freeland and approved by Dr. Henry J. Otto: In May 1952 I was awarded my Doctor of Education degree from the University of Texas. I had done my course work at Teachers College, Columbia University, but I was required at the University of Texas to present a dissertation. I described the five-year Tyler program in a 510 page manuscript which was filed with the University. THE CONSULTANT ACTIVITIES IN TYLER DAYS When I joined the Texas Education Agency I was so grateful for the opportunities I had had while in Tyler to engage in consultant activities. During the time we were working on our elementary evaluation program, several other Texas school systems were likewise involved or were anticipating such projects in the near future. Dr. Otto, our consultant from the University of Texas at Austin, was also advising some of those school systems; and since he seemed to be "fatherly proud" of Tyler's efforts, he spread the news about us quite often and most generously. Consequently, it was only a matter of time until some of us would be invited to advise with those in the early stages. I remember two such invitations, in Beaumont and in El Paso. I recall such a pleasant experience with the Beaumont teachers and administrators. Mr. R. I. Williams was superintendent, and Mr. A. W. Shannon, who was director of the department of curriculum and instrution, seemed to enjoy having the visiting team in his system. Dr. J. G. Umstattd from the University of Texas at Austin was general coordinator of the city-wide evaluation activities. After I had joined the University of Texas faculty a few years later, Dr. Umstattd told me I owed my invitation to the University to the concluding report I gave at the Beaumont final meeting. Maybe that is true, but I'm sure Dr. Otto had a part in my good luck. Interestingly enough, it was the journey back to Tyler that I remember most about the Beaumont trip. As I left the hotel, a mist obscured everything. A heavy schedule demanded that I be back in Tyler by noon, so I decided to start out. I crept along mile after mile guided by that beautiful white strip in the middle of the highway. Even with my head out the window for a better view, my guideline disappeared at times. Finally, I saw a yellow light blinking to my right; I pulled off the road and stopped in front of what turned out to be a country store, cafe and post office combined. I spent the next couple of hours drinking cups of weak Arbuckle's coffee; then resumed my journey under better conditions and conducted my afternoon conferences as planned. The truth is I don't remember much about the afternoon except that I was constantly thanking the Lord for getting me home safe and sound. Upon leaving the store in daylight, I saw what would have happened had I left a bit later . . . a wide ditch full of dark, muddy water. That experience may have prepared me for dozens like it when I traveled the State as consultant for the Texas Education Agency. The last one, which happened about midnight on the rainy highway between Temple and Austin, led me to beseech the Lord to find me a job which didn't require my traveling alone at night. Ironically, I did get a new position, but it too put me at times on the lonely night road! Sometimes during these dull retirement years I wonder why I griped about those exciting days and nights! The El Paso visiting team had--as we sometimes say-- a ball! Nobody surpasses the westerners when it comes to entertaining guests. They nearly worked us to death during the day; we never stopped except to snatch a bite to eat at lunch; but come nightfall we donned our best "bib and tucker" and we were off somewhere --usually across the Rio Grande to Juarez, Old Mexico. I was enthralled by the color of costumes, the music, the dancing by the beautiful, Mexicans. Besides the lasting friendships I made, the experiences were invaluable in later years in my consultant work. Some memories of the consultant days are recorded in newspaper articles and pictures included in this story. Byron England, superintendent of El Paso Schools, and other administrators are pictured in following pages. IN THE SUMMERTIMES As I have noted, George and I spent the summer of 1937 in Austin, where he taught in the University for six weeks; then we came to Tyler for me to enter into a new career phase, and for my husband to continue his writing endeavors. With the completion of the new set then being published, he had written some thirty-two books for teachers and children. It was his intention and he did complete a new set in the language arts field, but due to wartime conditions he was unable to find a publisher. I was also unsuccessful in my efforts after his death. The material became outdated. Beginning in 1938, we enjoyed many carefree weeks traveling, fishing, and camping in different areas, including the Minnesota Lake region where I was introduced to real fishing; Glacier National Park, the Blackfoot River country in Montana where we camped in the primitive area for a month and saw not a single human being; and the Feather River Canyon country and Lake Almanor with majestic Mt. Lassen reflected in its quiet beauty. Then there were the dress-up days in Sacramento, Los Angeles and San Francisco. These exciting and memorable summer days came to an end on June 25, 1944 when my husband died in Sacramento a couple of hours after we had arrived by train from Tyler. I returned to Tyler by plane; that trip marked the first of thousands of miles I flew in the years ahead in the United States, Canada and Europe. In Tyler I began another seven-year period with the schools. I missed George very much--his enthusiasm and especially his loving support. Of course, I didn't dream there would be thirty- six more years in and around schools with bells ringing from time to time. In the summer of 1945 I felt the call of the Golden Gate state, and went back to California to attend the University of California at Berkeley, where I had classes with Dr. David Russell and Dr. George Kemp, a personal friend of my husband. Both were very outstanding professors; Dr. Russell was an international authority in the field of reading and influenced my Tyler work in that field. The next summer I went back, but this time to Los Angeles to study with Helen Heffernan at the University of California. Miss Heffernan, who was associated with the state department of education, was one of the most brilliant and enthusiastic teachers I have ever heard. There were seventy five of us in her workshop and I'm sure all of them enjoyed the experience as much as I did. I was so impressed that I urged our program committee to invite her to be speaker for our 1951 three-day TEPSA conference in Austin. Of course they all loved her! After we initiated our Elementary School Evaluation Program in 1945, it soon became apparent that we could profit from summer workshops. These were held in the summers of 1947 and 1948. Dr. Otto came up once a week for a day or two; the participants were given college credit from the University of Texas. Dr. Otto encouraged me to transfer my records from Columbia and complete requirements for my doctorate from the University of Texas. At first I was reluctant to make the change, although I realized it would be too lonely to work on the degree in New York. I had also completed all my course work at Columbia, and had no desire to duplicate courses. But I decided to change when I was assured that I would receive full credit for class work and could complete all requirements when I submitted my dissertation and met the residence rules. That I could do by teaching courses during the summer terms. I rented an apartment--a very hot one--and taught courses in Elementary Education. I feel sure no one learned anything, for one of the new buildings was being constructed next door and the noise was ear-splitting that summer of 1949. The next summer conditions were somewhat better. I met the dissertation requirement in the spring of 1952, a short time before my degree was conferred.. The dissertation was a five hundred plus page document based upon our Tyler project; the title was A DESCRIPTION AND EVALUATION OF A LANGUAGE ARTS PROGRAM INTEGRATED WITH CONTENT SUBJECTS. I didn't think it was very good at the time, perhaps because I was so worn out with trying to write it while traveling over the country as a consultant for TEA. Recently I took it out of hiding; it is rather yellow and musty; but I was surprised to find that I rather like it now. After thirty five years it still seems remarkably fresh in philosophy and objectives, not to mention the methods and materials. The summer of 1951 was refreshing in many ways. Dr. Vergil Herrick, one of my professional friends. in ASCD, invited me to teach courses in language arts and social studies at the University of Wisconsin. It was my first teaching experience outside of Texas, and an education to meet so many interesting students from states far and wide as well as from foreign countries. I participated in the summer reading conference, and also had much pleasure at many parties planned by the regular college professors and their wives. My introduction to Madison was rather exciting; I stepped off a little bronco of an airplane from Chicago in one of the heaviest rains I have ever seen. My luggage didn't accompany me, and I stayed in my room waiting for it and for my clothes to dry. It was a rough beginning, but such a rewarding experiencel I was grieved to hear later that Dr. Herrick, like my friend Dr. David Russell, had passed away. AU REVOIR--FAREWELL TO THE TYLER PUBLIC SCHOOLS I was on my way to Austin about mid-afternoon one early October day in 1951 when I decided to stop and rest for a time. There was nothing unusual about my driving to Austin--I had made the trip many times during the past few years when I taught at the University. It was different this time for I was moving to Austin, maybe permanently. I had accepted the offer from Dr. J. W. Edgar, Commissioner, to join the staff of the Texas Education Agency as a consultant in elementary education. When the phone call came from Dr. Lee Wilborn, Assistant Director of TEA, it didn't take me long to give an affirmative answer. In a way I was just waiting for an invitation from some promising situaton. The feeling that I needed to make a change became more urgent during the summer when I taught in the University of Wisconsin. I enjoyed the academic atmosphere and the challenges offered in that type of work. I think, however, the umbilical cord with the Tyler system was finally cut one morning after my return from Madison when my sister came over and declared, "It is time for you to make a change; you have done everything you can in Tyler. You will never be happy here again after tasting college teaching at the University of Wisconsin." Of course I had already taught at Tyler Junior College and the University of Texas but not on a full-time basis. I agreed with my sister, and could see that my career had taken on a certain pattern: from time to time a new and better opportunity would present itself without any particular effort on my part. It seems to me now that my professional advancement was predestined; when I had explored one step, another and even better one appeared before me. I would be tempted to call it good luck if I did not know better. I think it was because I was always ready; and the readiness was not the result of my efforts alone. I do believe I should give thanks to Him for all the blessings that have come my way, for I have been blessed far beyond any hopes or expectations I may have had. After my decision to leave Tyler I spent much time getting things in order for my successor. There were many parties and gifts from my associates and the teachers. I have mentioned the beautiful watch from the ACE group. There was also an overnight case to match my other luggage, from the principals of the Negro schools, which at that time were still partly integrated. Among my most cherished possessions are the many cards and letters and the editorials in the Tyler Courier-Times. I am very grateful for every kind word expressed in my behalf. These and other thoughts charged through my mind as I ate the fine lunch Mae had prepared for me. I felt lonely and unprotected in that open countryside and already missed the pines, oaks, sweetgums and other leaf-clad trees, and the shade from their friendly, spreading arms. It didn't help a bit to remind myself that I was in the process of acting on the most important professional decision in my life; that it was irrevocable for better or worse; that a completely new, strange life lay before me. Then I thought of what Paul said; "I have learned in whatever state I am, therewith to be content." As I approached Austin, I became aware of the magnificent violet crown hills, the gnarled cedars, the dancing silver-leafed cottonwoods, the placid sheep and their frisky young ones munching the short grass amongst the rocky range land. Suddenly, I crested the hill from which I could see the capitol dome and the elegant University tower. The car seemed to accelerate on its own. Somewhere in that scene was my new home; and so it was until September 25, 1978 when I returned very quietly to Tyler. I found Thomas Wolfe's "You can't go home again" only partly correct. Since my return, I have met only a few of my former Tyler school colleagues; many of those from the early days have departed this life. I have seen just a few of the school buildings and none of the interiors of rooms where I used to visit teachers and their classes. My preference is to remember people and things just as I have described them in this story. I do enjoy so much my present relationships with some of my former non-school friends, and look to the future eagerly, but with new acquaintances and in new environments.