MISCELLANY PRINTED MATTER General, 1930 - 39 The Woman's National Magazine Volume V Number II February 1938 AFTER THE GLORY Picture of the statue carved by the sculptress Augusta Savage. This is to be erected in New York in commemoration of the World War service of the 15th Regiment, New York National Guard. Miss Savage has been commissioned to create a Negro group for the New York World's Fair in 1939. Washington Self-Help Exchange (Incorporated) 2529 Pennsylvania Avenue, N.W. Washington, D.C. The Washington Self-Help Exchange, Inc., has been organized by representatives of business, banking, social agencies both public and private, the three principal religious denominations, and other socially-minded individuals. It is similar to the Citizens' Service Exchange of Richmond, Virginia, which has been operating since January, 1933, and which provided work for about eight hundred different persons in 1936. The Richmond Exchange was directly responsible for the fact that Richmond received the Ladies' Home Journal Award for outstanding community service in 1933. The Exchange is designed to provide supplementary income to the families of unemployed or under-employed individuals. It aims to provide a means whereby their idle time can be used to produce useful goods and services for their own use. The Richmond Exchange has produced almost a million hours of goods and services, since its beginning. How The Exchange Operates The Articles of Incorporation provide that any unemployed or under-employed person in the District may make application to become a participant; that all the products of the labor of participants shall belong to them; that participants shall have bi-monthly meetings to consider the business of the participants; and that no member of the Board of Directors may accept any paid office or any other rewards in connection with the Exchange. The first group of workshops will be those concerned with outfitting workers-- repairing and making of clothing, shoe repairing, and laundering. Another group of projects will be concerned with provision of necessities such as fuel, woodcutting, food conservation, baking, preparation of lunches for workers. A third group will provide household articles for workers' homes, such as rugs, stoves and furniture. All the products of the Exchange's work will be additional income for the underprivileged of the District, whether they are on relief, without income, or under-employed. All those who obtain any income from the enterprise will have contributed corresponding services for the benefit of all other participants. Workers will use their own skills and make their maximum contribution to the success of the enterprise, instead of depending entirely on work provided for them by others. All workers will be paid in scrip issued by the Exchange, and all goods and services will be priced in terms of scrip hours. All goods must be purchased by participants with scrip. Nothing will be given away. Need There are many unskilled workers dependent on irregular employment in building construction, restaurants, hotels, and other irregular and seasonal industries, whose income is not adequate to maintain them, and who are not eligible for relief or public work. Many WPA workers with large families cannot take care of their needs in the working time provided under the Federal program. Workers and their wives can, in their free time, participate in the productive units of the Exchange and obtain goods and services which they would not otherwise be able to provide for their families. Most of the participants in the Exchange are people whose income are seriously deficient, and it will not be possible for them to take away from private industry any market which private business now possesses. The Exchange is receiving some assistance from various community agencies. The Executive Secretary of the Citizens' Service Exchange of Richmond was loaned to us by that organization, and her expenses were donated by the Community Chest of Washington. The Family Service Association is lending the Exchange the services of an assistant executive until December 31, 1937. The Community Chest gave the use of an empty building temporarily. Other agencies have been helpful in many ways. Office and Directors Hugh V. Keiser, President. Mrs. Harlan Fiske Stone, First Vice-President. Monsignor John F. O'Grady, Second Vice-President. Mrs. David Cushman Coyle, Secretary. Frederick P.H. Siddons, Treasurer. Mary Anderson Robert Woods Bliss Selma Borchardt L. T. Breuninger Walter B. Clarkson Mrs. Henry Gratton Doyle C. C. Glover, Jr. Mae Helm John Ihlder Edna Lonigan Mrs. Henry Morganthau, Jr. Claude Owen Udo Rall Elwood Street Worth M. Tippy Staff Louise O. Beall, Executive Secretary. Hugh H. Cobb, Production Manager. Frances M. Wilson, Personnel Secretary. Experience shows that the return under this kind of aid is greater than under indirect relief or work relief. In addition to the material benefits, it offers re-training for workers, re-establishes work habits, raises morale, and develops a feeling of self-respect in those who participate. Typical Cases of Need in the District "Father draws $48.00 a month WPA; seven children, eldest 14; rent $20,00 a month; nine people in two rooms, without enough beds or bedding; no dining table; four children in school--when they can get enough clothes and shoes to go." "Father draws $48.00 a month WPA; seven children, eldest 9. Social worker reports, 'The wife and children are undernourished and ailing. Family was actually sick when we began giving them supplemental aid. Now all are improved, even the worn-out mother, but if supplemental help were stopped, the family would slip back. Tuberculosis and anemia wait at the doors of such homes.'" These families can earn scrip with which they can buy the necessities of life, thus leaving a bigger share of their cash income for food. [ca 12-5-33?] Character Education THE WISE USE OF LEISURE December 5, 1933 How do you use your leisure time? Think of the various ways in which you spend all the time that is not required for study, business, and the like. Would you call your use a wise use of leisure? What does this expression mean? Can you improve your use of leisure so that it will be wisely used? That will make you better informed, more widely read, and a more desirable citizen. Do you like to read? Is your library card always available for use? Do you know your library? Have you read any biography? Do you like books on travel, art, music, science, architecture, landscape gardening, interior decorating and the like? They are so interesting. And there are many other subjects beside these and the fiction and history you know about. Do you know your city? Have you visited the Library of Congress, the Folger Library, the Museum, the Corcoran Art Gallery, the Lincoln Memorial, the Pan American Building, to mention a few of our many interesting places? If you like to hike, the parks afford both beauty and interest. Rock Creek, the "Zoo," Soldiers Home, Potomac Park, the Anacostia Park, the long walk along the Potomac river starting north of the Lincoln Memorial; these are all appropriate for hikes and there are others too. If you're interested in science, since you have visited the Navy Yard, you'll want to visit the Bureau of Standards, the filtration system, the Bureau of Engraving and Printing, and the electric plant located near the Navy Yard. There are so many ways of using leisure wisely that they cannot all be mentioned here. List all possible ways of spending your leisure wisely. The chief word here is wisely. Is'nt it? Wasting time, or using it foolishly is the easy way but not the way of the educated person. That is the goal of Armstrong students, being educated people, being acceptable citizens, people of character. The wise use of leisure tied up with sound scholarship and high character will help bring about the desired end. Turn in the list of ways of spending leisure time wisely to Mrs. Perkins at the close of the period. Randall Junior High School Washington, D.C. October 30, 1933 The Negro In Our History Teaching G. Smith Wormley, Principal THE NEGRO IN OUR HISTORY TEACHING Most teachers of modern times will agree that the greatest factor in effective learning is the principle of GENUINE INTEREST, which, according to John Dewey is "The recognized identity of the fact to be learned or the action proposed with the GROWING SELF; that it lies in the direction of the agent's OWN GROWTH and is therefore, imperiously demanded, if the agent is to be HIMSELF." In simpler terms applicable to this particular topic, genuine interest is the identification of ONE'S SELF with the SUBJECT to be learned. If this philosophy is as sound as most educators think, then surely no greater motivating agency toward the study of American History can be found, in my opinion, than the approach through the study of distinguished characters of our group who have made signal contributions to American History. One of the chief aims of history teaching says one author is "To appeal to the pupil's interest in his fellowman, by acquainting him with the great characters and illustrious deeds of the past, stressing the fact that men in early times were dominated in the main by motives and passions similar to our own". Can such an aim be more fully realized in our teaching of American History than by careful consideration of the Negro's contributions? It is the common knowledge of all that Egypt once led the world in culture. It is the knowledge of some that one third of Egypt's population was distinctly black and that full-blooded Negroes, Ra Nehesi and Nefertari, sat upon her thrones; that Negroes in large numbers migrated into Greece and Italy and influenced the civilization of those countries. In art and architecture they had advanced far beyond the primitive stage, while in literature their achievements attained the rank of the World's Best Classics in Tarik e Soudan. In government, they united the best in democracy and monarchy. Should not these facts stimulate INTEREST and CONFIDENCE in the American Youth of Color? What great characters and illustrious deeds of the Negro can we bring to the attention of our pupils? "The THE NEGRO IN OUR HISTORY TEACHING Negro in Our History" by Dr. Woodson enumerates these facts in an interesting and succinct form. What American youth of Color would not be inspired by the bravery of Crispus Attucks on the Commons of Boston or Peter Salem at Bunker Hill? What pupil would not experience a feeling of pride in the fact that men of his own race had rendered great service not only as soldiers of war but as soldiers of Christianity, preaching the gospel to black and white congregations alike, as did Lemuel Haynes and Samuel Ringold Ward? What boy would not take increased courage amid the problems of today after reading of the struggles of Denmark Vesey and Nat Turner for freedom of the slaves? Who would not develop greater confidence in the intellectual ability of the Negro after reading of the eloquence of Remond, the forerunner of the matchless Frederick Douglass; of Robert Brown Elliot or John B. Russwurm? What boy, who tinkers with a radio or toy aeroplane would not gain greater confidence in his own ability to invent, after learning of the successful achievements of James Forten in his device for handling sails; Henry Blair's patent of the two corn harvesters, or Norbert Rillieux's evaporating pan which revolutionized the refining of sugar, or Jan E. Matzeliger's lasting machine or Benjamin F. Jackson's heat apparatus, gas burner, steam boiler, trolley wheel controller and tank signal, or Benjamin Banneker's first American clock? But the illustrious deeds of the Negro were not confined to preaching, warfare nor inventions, for some have won national and international recognition in the fine arts as painting, sculpture, music, literature, and history as well. Who could fail to be impressed with the genius of Henry O. Tanner as a painter, who stands in the Vanguard of American Artists with Sargent? What girl would want for greater inspiration than to know of the distinction won by Meta Warrick Fuller and May Howard Jackson in sculpturing, or Laura Wheeler Waring in portrait painting. In music, Samuel Coleridge Taylor, Harry Burleigh, Roland The Negro in our History Teaching Hayes, Nathaniel Dett and Will Marion Cook should be constant reminders of the genius the Negro possesses for music? Our own Kelly Miller, W. E. B. Dubois and William Pickens are examples worthy of emulation in controversial literature. John W. Cromwell, Booker T. Washington and Dr. Carter Woodson show us the possibilities in the Field of History, while in poetry our youth may be seriously inspired by the writings of Paul Lawrence Dunbar, Phyllis Wheatley, Benjamin Brawley, Jessie R. Fauset, Georgia D. Johnson, Leslie P. Hill, James Weldon Johnson, Stanley Braithwaite, Countee Cullen, and Langston Hughes. As law makers Blanche K. Bruce, John M. Langston George H. White, Henry P. Cheatham and Oscar DePriest advise us of our possibilities as national legislators. Is it not possible, then, that a study of the Negro in our History may awaken in our boys and girls a genuine INTEREST in American History because of the great characters and illustrious deeds of our group found therein: and because of the ties of consanguinity may they not be more easily led to realize that men in early times were dominated in the main by motives and passions similar to our own? May we not also improve our teaching of American History as well as give due recognition to unsung American Patriots by this method of approach? Let us then as teachers, in our daily task ever keep before our boys and girls the word of our poet Laureate, who said: "There are no beaten paths to Glory's height There are no rules to compass greatness known, Each for himself must cleave a path alone. And press his own way forward in the fight. What though the burden bear him sorely down And crush to dust the mountain of his pride. Oh! then with strong heart let him still abide, For rugged is the roadway to renown, Nor may he hope to gain the envied crown Till he hath thrust! the looming rock aside." G. Smith Wormley [*[ca 12-25-33?]*] Christmas - New Year Greetings from Charles Frederick Weller World Fellowship of Faiths Hotel New Yorker-New York City 1933 - 1934 STRENGTH SUFFICIENT WILL MEET EVERY NEED. The sea, at rest within the landlocked bay, Sleeps, dreaming of the kisses of the winds With passionate responses in high waves Leaping, foam-flecked and sunlit, toward the sky. Idly, the graceful little boats afloat Without their sails, oars, rudders, Powerless but potent, rest assured Of proven strength to meet the future storms. So rests my life in summer solitudes, The stressful tides of labor ebbed away, Waiting for winds renewed, white sails re-set, To ride triumphant over striving seas. Intent upon each present moment now, My mind no longer hastens on ahead. I fear no future. Life has taught my soul That strength sufficient will meet every need. (On the tide-bared beach at Marblehead, Sunday, 8:30 A.M., September 4th, 1932.) WHY TIE FAITH BACK? A new theology is needed, consonant With radio and Xray and the fact That man looks through man's body And through matter - no longer "solid". What means that subtle somewhat, radioed, Making the whole of life instantly interconscious - So that our radio reads thoughts, deeds Of distant lives, immediately? Let us think Of man's great, growing soul force Mastering his physical, material limitations. Is each individual a focal point Rather than substance? An organizing power Continuous, unceasing? Think, for example, Of protons, electrons, nuclei - vast forces Locked into beings infinitely small, Unseeable yet real and self consistent. Why tie faith back to prophets of the past Who never knew or voiced the larger vision Which now is possible? Why be Christian, Hindu, Or pawn of any creed? - unless it shows Live power to be reborn in modern terms Of Universal Life, united, immanent, All-powerful, responsive to man's faith, Friendly and beautiful beyond all words. (In railway coach and crowded streets; Chicago, October 21, 1933, 8:00 A.M.) BEARERS OF THE DAY Behold the dawn approaching and assured Though yet the darkness shuts us closely in And I must light my feeble little torch To see the page on which I write these words. Already in the east behind dark clouds, The shining day is promised by the gleams Of rosy light which glows, is clouded o'er, But shines again and pushes back the dark. So comes the social sunrise of world peace- God's children joined to realize His will In human life and progress, with great joy, All beings freed from hatred, fear, despair. If we seem sometimes few and hesitant Who seek, and see, God's kingdom of goodwill, Let us shine on increasingly, assured We are the quenchless beams of promised day. (6 to 6:30 A.M., Nov. 4, 1933, Chicago after yesterday's meeting of the L.I.D. and W.I.L. addressed by Fenner Brockway, British M. P.) KNOWING THE GOOD LIFE UNIVERSAL All the wide world is One -- and that One, Good. Mankind now surges toward a realization Of worldwide unity enriched by differences In people's purposes and functions. Each man is known and needed by that Good, That Father--Mother of all conscious souls, Who is responsive to men's earnest prayers, Who speaks through men's ideals and aspirations, Through deeds courageous, nobly self-expanding, Which are the worldwide rythmic interplay Of forces, subtle and unseen but gracious, Beautiful, more and more knowable by men Who seek to tune themselves to God's Good Will. (New York City; 7 A.M., Friday, Dec. 8, 1933) Page 20 and 21 Report of the District of Columbia Commission George Washington Bicentennial, Inc. February 22 - November 24 1932 CRIME IN THE NATION'S CAPITAL 1939 Fourth Annual Report WASHINGTON CRIMINAL JUSTICE ASSOCIATION 1420 NEW YORK AVENUE W A S H I N G T O N , D. C. May, 1940 JAMES ALLEN NOLAN Managing Director Member of The Washington Community Chest TABLE OF CONTENTS Page I Foreword . . . . . . . . . . . . . . . . . . . . . 5 Board of Directors . . . . . . . . . . . . . 6 II The Volume of Crime in Washington, 1939 . . . . 7 The Metropolitan Police Department . . . . . 8 Children in Crime . . . . . . . . . . . . . . 14 The Police Court . . . . . . . . . . . . . . . 18 The Grand Jury . . . . . . . . . . . . . . . . . 19 The District Attorney and Criminal Court . . 19 Probation . . . . . . . . . . . . . . . . . . . 20 III Penal Institutions and Parole . . . . . . . . . . 23 Precinct Stations . . . . . . . . . . . . . . . . 23 The National Training School for Boys . . . . 23 The New Jail . . . . . . . . . . . . . . . 23 Lorton Penitentiary . . . . . . . . . . . . . 24 Indeterminate Sentence and Parole . . . . . . 24 IV The Narcotic Situation . . . . . . . . . . . . 25 V The Bail Bond System . . . . . . . . . . . . . . 27 VI Final Disposition of Major Crimes . . . . . . . 28 VII Activities of the Association in 1940 . . . . . 30 THIRD ANNUAL REPORT THE VOTING STATUS OF NEGROES IN VIRGINIA 1942 VIRGINIA VOTERS LEAGUE 133 Harrison Street Petersburg, Va. April, 1943 Transcribed and reviewed by contributors participating in the By The People project at crowd.loc.gov.