Entries include a lengthy biographical feature article newspaper clipping with the photographic image of Chatto, and a typed letter on The Public Schools of Springfield, Massachusetts Classical High School stationery

Chatto, Clarence Irving, 1886-1975

Jacob, Hilda McLeod

Maine State Library

English

Maine State Documents (Maine State Library)

Maine State LibraryMaine State DocumentsMaine Writers Correspondence Maine State Library Special CollectionsSeptember 2015Clarence I. Chatto CorrespondenceClarence Irving Chatto 1886-1975Hilda McLeod JacobMaine State LibraryMaine State LibraryFollow this and additional works at: http://digitalmaine.com/maine_writers_correspondenceThis Text is brought to you for free and open access by the Maine State Library Special Collections at Maine State Documents. It has been accepted forinclusion in Maine Writers Correspondence by an authorized administrator of Maine State Documents. For more information, please contactstatedocs@maine.gov.Recommended CitationChatto, Clarence Irving 1886-1975; Jacob, Hilda McLeod; and Maine State Library, "Clarence I. Chatto Correspondence" (2015).Maine Writers Correspondence. 169.http://digitalmaine.com/maine_writers_correspondence/169CHATTO, Clarence I. b. Sargentville, August 7, 1886 see Bates Alumnus summer 1945. SATURDAY, NOVEMBER 10, 1945 LEWISTON JOURNAL MAGAZIN1 Bates Man Is Go-Author of Book On Springfield, Mass. Program Of Education for Citizenship By MARION COOPER Since the United States has partic­ipated in winning a global war and looks toward years of peace and prosperity, all eyes turn- toward im­provement of conditions at home, in both economic and social affairs. Mindful of the fact that a successful nation must have understanding within its own borders, Americans everywhere are intent on developing a spirit of understanding and ap­preciation among thp many na­tionalities gathered together in this country. Because it is understood that any feeling of unity must be instilled at an early age, efforts have been made in the public schools for many years to teach the melting pot theory to the youth of America. However, it has taken Springfield, Mass. educa­tors to establish a practical work­ing plan whereby boys and girls of various nationalities learn to live together in peace and mutual ap­preciation without any self-consci­ous ideas of tolerance or condescen­sion. The Springfield Plan has been in operation long enough to show some definite results, and this Fall a book on the subject, "The Story of the Springfield Plan," has made its ap­pearance, published by Barnes and Noble Inc. of New York. Authors of the book are Clarence I. Chalto, graduate of Bates College and principal of Classical High. School, Springfield, and Alice Hal-ligan. director of adult education in the same school system. Attractively arranged and il­lustrated, the study gives a clearcut, intelligent explanation of one com­munity's total war against prejudice which should be required reading in all school systems throughout the country. Average City Typifying Springfield as an av­erage American industrial city with a background of independent thought and action, the authors set out to describe the plan followed in the public schools which strives to make the children proud of _ their national backgrounds, appreciative of the additions to their culture con­tributed by neighbors with different ancestors, while they are constantly aware that they themselves are all Americans. Working on the theory that de­mocracy must be practiced through­out the system, the Springfield edu-cators have started with establish-ment of a representative group of teachers. Putting into practice throughout the school system, the same principles of democracy which the schools are trying to inculcate, the authorities has made it possible for each teacher to exercise initia­tive and to experiment within the bounds of broad established poli­cies. Each teacher, as well as each student, has the opportunity to be­come a leader by virtue of his ac­complishments and to develop his abilities to the utmost for his own self-improvement and the common good. ~ "" 'fe--1 Hope for Future The authors recognize that al­though the children discuss in com­mittee the necessities for living to­gether amicably that the millenium is not achieved overnight. Neigh­borhood incidents continue to occur, but there have been enough exam­ples of the children applying the principles they have learned in school to encourage their instructors about the future. A map fair, a joint observation of CLARENCE I. CHATTO, graduate of Bates College in 1912 and co-au­thor of "The Story of the Spring­field Plan." No Prejudices Christmas and Channkah are two of the ways in which the children nave been encouraged to learn about ana appreciate each other. Learn from Others As the children reach junior high school their social studies are built about the different nationalities that have helped make America what it is. Foreign language groups in the city are sought out for information about their native lands and chil­dren are encouraged_ to write their school compositions in English and then in the language of the country where their parents originated, the whole being later gathered together in a volume that is highly prized in the school where it was prepared. Newspaper Reading How to read a daily newspaper First problem, the authorities ?nd evaluate its contents in an im found, was to convince applicants, teachers and citizens that a teacher with ability might aspire to any po­sition in the system regardless of where his parents were born and regardless of how he spent his Sun­days. As a result, today in Spring­field. Roman Catholic, Protestant and Jewish supervisors, principals, teachers and students together plan courses and procedures in the public schools and together out their plan­ning into effect. While and Negro students, teachers and employees work together toward goals which they themselves have helped to es-tabMsh. portant part of the work, while the children are encouraged to discuss race prejudice and are taught to re­alize it does not exist in their school life. , ,, High school groups hold town meetings where they discuss school affairs and their own connections with the community. Since every American realizes that democracy cannot succeed un­less there is an intelligent, well-in­formed citizenry to carry it ±or-ward, the Springfield boys and girls have a sound appreciation as the basic studies they are offered. In these routine subjects, the same principles are used and children Living and learning together is study global geography by studying the first aim of the elementary their neighbors' increase their for-schools in Springfield, where from eign language knowledge by cor-the kindergarten on the children responding with boys and girls in are placed in natural situations in 0ther lands and utilize their voca-which they associate with children tional training for their share in of all groups. school activities, such as building "I'm an American" necessary equipment, keeping books The authors quote from a fourth i0 school organizations and other grade experience when a visitor sim;iar projects. commented on the various nation­alities gathered in one room. At the suggestion of the teacher, the children recited the native lands of their parents and grandparents. One small boy, explaining that his fa­ther and mother had both come .from Russia, hastened to add, "I'm not a Russian, ~'m an American." In the effort to translate the ideal,s of democracy into daily liv­ing, the children are encouraged to hold committee meetings, discuss school matters and form opinions that will be applied to settlement of classroom problems. Good neigh­bor policies are discussed and put into practice and the children come to realize that they must be good A close relationship between school and community has furthered education for democratic living in Springfield. Jobs Without Prejudice Each school has a placement bureau and strives to place the best suited student in each position offer­ed. If the bureau encounters race or religious prejudice, it attempts to straighten out the prospective employer and in most cases is able to place the student even if his background has not been that specified in the original request. Adult education, which has developed rapidly in Springfield, includes forums and evening classes, neighbors to businessmen and home planned to aid everyone from the dwellers in their immediate vicini- new citizen to the college graduate, ties. —Us As the program changes irom year his master's degree fronj HarVard to year, it is the primary objective in 1923. He has served as prin-to integrate all parts of the com- cipal of high schools at Island munity, for without that the results Falls, and Orono. He headed the will be superficial, the authorities Bnglish department in the Dan-believe. vers, Mass. high school and after Through advance study, exchange five years as teacher of journalism, of positions with teachers in other [ debating and English at Fall River, parts of the country and Summef M went to Springfield where he was work in the community's industrial head of the English department in projects, the Springfield teachers the High School of Commerce for are striving constantly to' better 17 years. ^ prepare themselves to carry on In 1929 Mr. Chatto was instru-this program for democracy in mental in founding the Western their classes. Massachusetts League of School Still Early Publications, which after 15 years While the promoters of the plan is still one of the most active school and the authors of "The Story of press associations in New England, the Springfield Plan" know it is In 1943 he was appointed curriculum too early yet to place a definite fin- specialist in the Springfield school ger on the success of their educa- system and last July was named tional set-up, they are looking for- principal of the Classical High ward to more changes which they School there. feSl will lead in the end to a better While Mr. . Chatto's association educated, more understanding citi- with the work on development of a zenry in a democratic United States, program of education for citizenship States. has been brief, it has been in-The final chapter in the book by Jerested and productive. He has Mr. Chatto and Miss Halligan is lectured at length on the Spring-I Mrs. Chatto, the former Lillian Stone, is a native of Brunswick and a relative of Madam Nordica for whom she was named. October 11, 1945 Mr. Clarence I. Chatto c/o Barnes & Noble# Inc. 105 Fifth Avenue New York, New York Dear Mr. Chatto: THE STORY OP THE SPRINGFIELD PLAN has been in tjie library since immediately after publication, and we find it of tremendous interest and value. It twou2.d be more correct to say the book is owned by the library: it is seldom "in", being in such demand by our patrons I You are to be congratulated upon this work. It is always a pleanure to welcome a new Maine author and especially is that true in your case. We believe that you may be interested to know of the Maine Author Collection, whl^ch includes about fifteen hundred books written by Maine people, inscribed and presented, forming a permanent exhibit here. It is the only place where all the books of all Maine authors are gathered together, constantly available to visitors and students, and aasrured of permanent preservation. The inscriptions are an out­standing feature, ranging from pen-and-ink sketches "to tributes to the state; sometimes the author writes an autobiographical paragraph, or an incident in connection with the writing of the book; but whatever the inscription it is always original and lends .distinction to the volume. We hope that you may want to inscribe and present a copy of your excellent STORY OF THE SPRINGFIELD PLAN to the Maine Author Collection. It would give us a great deal of pleasure to add this fine book to the shelves. Please accept our best wishes for the book, and our cordial invitation to call at the library and see the exhibit when you are in Maine. Sincerely yours In Charge of Maine Author Collection March 26, 1946 Mr. Clarence I. Chatto •" c/o Barnes & Noble, Inc. 105 Fifth Avenue New York, New York Dear Mr. Chatto: Last October we wrote to you about THE STORY OF THE SPRINGFIELD PLAN, and the possibility of including an inscribed copy in the Maine Author Collection* Fearing that the letter may not have reached you, we are enclosing a copy. The amission of so outstanding a book from this collection is regrettable, and we continue to hope that you may want to share our pride in the inclusion of THE STORY OF THE SPRINGFIELD PLAN in this exhibit• If your vacation plans bring you in this direction, wont you pause at Augusta, and give us the pleasure of a visit from you? Sincerely yours In Charge of Maine Author Collection hmj Encls. October 15, 1946 Mr. Clarence I# Chatto c/o Barnes & Noble, Inc. 105 Fifth Avenue New York, New York Dear Mr. Chatto: Will you forgive us for seeming persistent? It is because the Maine Author Collection is the only place where all vhe books of all Maine authors are gathered and permanently preserved# We deplore the omission of your fine book, THE STORY OP THE SPRINGFIELD PLAN, not alone on its own worthy account, but also because you are a Maine man. Perhaps our earlier letters did not make quite clear that this collection has been growing for about a quarter of a century, and is outstanding for its scope and variety. All the books of Maine's first novelist, Madam Wood, are here; visitors and students find Longfellow, Jacob Abbott, Elijah Kellogg, Joseph Holt Ingraham. Here also are the books of Holman Day, Rufus M. Jones, Kenneth Roberts, Edwin Arlington Robinson, Edna St. Vincent Millay, and Robert P. Tristram Coffin. The old and the new; austere treatises and children's stories; history, religion, cook books, philosophy, biography, travel — all are in the collection. All are valuable; all are distinguished by the original touch of inscriptions; and all are by Maine people. You may understand why we are saddened that THE STORY OF THE SPRINGFIELD PLAN is not in the collection. We hope you may want to inscribe a copy, and enjoy with us the pride of having your book with these other works of Maine's sons and daughters. May we continue to anticipate this happy possibility? t Sincerely yours In Charge of Maine Author Collection The TUBL1C SCHOOLS of SPHINGFIEUD, ^MASSACHUSETTS Classical High Sohool July 28, I9*7 Mrs* F« W* Jacobs Maine State Library State House Augusta, Maine Dear Mrs* Jaoobs: I appreoiate greatly your desire to hare a oopy of "The Story of the Springfield Plan" in the State Library. You hare been very patient and graoious in asking for it tactfully, not onoe but several times* My only excuse for not attending to this before is that I am personally very proud to hare suoh a distinction and that the tremendous pressure on sohool principals in these post war years has lejfd me to put personal things by* Months ago the publishers furnished me with a oopy of the book* I am indeed happy to send it to you and I hope that it may not be too late to have a place in the Maine collection* Very truly yours. Prinoipal cic/jo August 4, 1947 Mr. Clarence I. Chatto, Principal Classical High School Springfield, Massachusetts Dear Mr. Chatto: It gives us a great deal of pleasure to acknowledge the arrival of THE STORY OF THE SPRINGFIELD PLAN for the Maine Author Collection, to read the inscribed tribute to the State of Maine, and to know that you are interested in this collection. No, indeed, it is never too late for a book to be placed on these shelves. The collection will, we trust, continue to grow for years and years. Y/hen we can add such an outstanding book as yours, a definite, practical contribution to a better world, we are not only glad: we are proud. Please accept our thanks, and our repeated congratulations. Sincerely yours In Charge of Maine Author Collection 

Clarence I. Chatto Correspondence

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Clarence I. Chatto Correspondence

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