The Education of An Orphan: "Little Orphan Annie" at School, 1924-1964 Gene E. Hamaker
"Learnin' is a great thing, Nora," to a discussion of Annie's enrollment school and curriculum; 3) Annie's Dandy Dooley says. "It'll he a proud and, perhaps, a few scenes showing experiences; and, 4) Harold Gray day for us when Annie can lake her the problems she encounters in ad· and the educational processes. place with the best of 'em- Yes, sir justing to the new !'ctting. Annie has "I'll get an edge'cation and -She must have a swell edge'ca· attended school approximately 140 can handle really big jobs tion-"1 In these sentences Harold months or something O\'cr fifteen later on. . . . I intend to Gray captures the essential meaning school years. In comic strip lime, of 'mount to somethin' . .. ." 1 of education for a great many Amer· course, Annie remains in elementary A desire lo "learn somethin'" so icans. Among the "object lessons" school and in a grade appropriate that she may "get somewhere" ap· Gray has brought to the allention to a very bright child of about eleven pears repeatedly as Annie's basic o( the readers of "Little Orphan An· years.6 motive for school attendance. Hers nic," there have been many dealing I have drawn the information re· is a practical objective and a com· specifically with education. It is this garding Gray's views from the spe· man one. As a wandering orphan, aspect of Gray's running commentary cific incidents that deal with educa· Annie has had to overcome many on the American scene that I wish tion and from relevant statements obstacles in her efforts to gain an to examine here. scallcred throughout the comic strip. education. Work- selling newspapers, The scope of the study ranges from Gray, who lived on a farm until a in a store, at home or on a farm the founding of the strip in August, young adult, leans heavily upon his study and no play is her usual lot 1924 to August of 1964.2 Every in· knowledge of rural and small town in life while going lo school. Annie stance in which I hove found an ex· communities for the concepts of edu· is undismayed. "I'd put up with 'most plicit reference to Annie's attendance cation reflected in the multifarious anything to get an' edge'cation- " 1 ot school has been reviewed, thirty· adventures of Annie. Intellectually, she says. Education is a serious mat· five in all.3 With one exception,~ the he seems never to have left home. I ter for Annie. "Just gettin' through subjects of school and education are have chosen to discuss Annie's edu· doesn't get yuh so far- It's what you minor asides in the context of a larg· cation under four major headings: learn that counts- and 'bout th' only er episode,5 and arc usually limited l) the value of an education; 2) the way yuh ever learn is to really get
8 EDUCATIONAL PERSPECTIVES down and dig- It's hard work that usual in two ways: it puls a teacher teacher remains unsullied by her as· gels yuh there in any game, I guess in a bad light, and it is about a male sociation with a questionable sys· - " 9 Experience has taught her to teacher. Almost without cxcevtion, tcm.U There is one major shift in thl.' value an education: "Lots o' kids I've Gray's depiction of teachers is favor· representation of teachers in the post known acted like goin' lo school an' able to their image and the over· war era that is a consequence of learnin' somethin' was some sort o' whelming majority of Annie's teach· Gray's new concern with education. punishment- Oh well- I guess it's ers are feminine, young, attractive In March, 1946 Gray introduces when somethin's hard to get that yuh and well·cducatcd. The good teacher the first of five school "episodes" 'preciatc it most- " 10 In spite of the docs not flaunt her education. She stressing the values of tht• olcl·fash· rather grim nature of Annie's out· is "so smart she doesn't !rt it s/zow ioned school where reading, writing, look, she enjoys s<"hool and does well. Everybody likl's Miss Verb- " 12 arithmetic, geography, "and espc· "Funny thing - but most Gray's pointed use of pun-names cially history, American history!" is 1 teachers are o.k.- They're in (Tidnab, Redips, Knup) is not taught. ~ The reversion to "fundamrn· tals" is followed in January, 1951 there pitchin'- tryin' lo smart· turned against the teacher. Their by another return- in time-to the en up tk' kids!" 11 names are such as Slate, Robin, Light, Tweed, Theorem and Rend rural, one·room, multi-grade school None of Annie's teachers are like all having pleasant and positive con· presided over by a male teacher. A the first teacher to be portrayed in notations. Even Miss Strick proves man is necessary lo keep the "young the comic strip or we would have to have a heart of gold. After the bucks" from "five-six up to twenty· a different story to relate. In Janu· second world war, when Gray he· five- twenty-six" in line. Discipline ary, 1925 a male teacher stands hy comes actively critical of the school becomes an integral part of the cur· helplessly while Annie rescues one system, and his attacks upon "mod riculum in such a selling. Mr. Trams, of his pupils who has fallen through ern" education necessarily reflect who "has d'grees all over- even from the ice on a pond. The teacher, how· upon the teaching- in the schools, Oxford- " and who, with equal poise, ever, is up to taking all the credit there is no overt criticism of the can comfort a child in her first day for the rescue. The incident is Un· teacher. The established image of the of school or turn a "big hunnert an'
OCTOBER, 11H 9 eighty pound lug over his knee" and "School teachers! How are they so and the majority of Annie's educa "paddle him good" is much admired smart or superior? Teach what tional experiences occur while he is by Annie. "Can he tench!" she ex· they're told to leach- piny politics absent. Too, Wnrbucks' provisions for clnims. - try to hang onto their jobs same Annie's cure in his absence most Dedication to their profession is as other folks- What do they care often go awry. Such is the case in n principal virtue of the teacher. The how a kid gets nlong, so long as the Annie's first school experience (Feb teacher Gray portrays is deeply con· kid is quiet nbout it?" He is imme· ruary, 1926). The lady Warbucks cerned with the progress of her pu· dintcly chagrined to learn that the employs lo cure for Annie uses the pils and is shown working long hours teacher had made a special trip to funds set aside for education to send after school because "it's worth it," tell them how well Annie hnd donl' her own niece, Bertha, to privnh• or extending special consideration on a placement test. Making nmencls, school. Annie's reaction lo the turn of and assistance to the pupil in diffi he says, "It's nice to know the teach events is typical: "Public school's culty. Albeit, Gray's teacher lives in er thinks teaching is so important- it plenty good enough for ordinary the real world and is not free from is. Why those teachers arc folks like me- " the pressures of life. If they have a .~mart --" Teachers arc" human in The one instance of nlll'ndnnce al weakness, it lies in the degree to "Annie" and susceptible to nil the a private school is u disaster. Annie's which they respond to pressure from human foibles, but, seen through enrollment in Happy Hollow Sl'mi· influential citizens. Warbucks uses his the eyes of Gray, tlwy an• among nary for girls was arranged by W ur· wealth to obtain Annie's enrollment the favored humans. bucks prior to his departure for the in an exclusive private school and "Public school is good enough Orient in January, 1927. It was to bt• his friendship with a member of its for me . ... Ifhen I grow ll[J Annie's second experience with school board to set aside a restriction on I'll be one o' th' 'public' -/ and she reveled in the whirl of prep pets. Some of Annie's guardians use don't want to have to start arations for departure. Elaborately influence to secure her admission to leart1iti' how to get along a/ t1•r outfitted, cnsconred in a luxurioui school. One guanlian is on the school I get through sc/iool--" 11 privntc drawing room aboard tht• board and tells the school principal train, Annie, on her arrival, is to enroll Annie. "What's Annie's Only once in her career has "Lit· greeted by the school principal, Miss status to him?" she asks, "She Jives tic Orphan Annie" atlenclt•d a pri Brussels, and t•scortecl to a lavish in this district- h's his joh lo sec vate school.I• Her association with suite of rooms reserved for her in the she gels schooling- " 15 A wide range the billionaire, "Daddy" Warbucks, dormitory. "Edge'cation in a school of the public's charges against teach a man who unashamedly lives up to with rooms like this sure oughta he ers is expressed in an outburst of one his wealth, suggests more frequent of Annie's guardians upon hearing contacts with private schools, but easy to tnkt.'-" Annie avers. 1 that the teacher has paid a call. '• Wnrbucks is only present in the strip Signs of approaching trouhle ap· Overly-protective, the man shouts: for about ten of the first forty years pcnr <•arly. Miss Brusst•ls, who
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JO EDUCATIONAL PERSPECTIVES "dresses lots like a man," caulions a public school every time- I would reel curriculum embraces rending, Annie nol lo reveal lo anyone that she - " Miss Brussels overhears Annie's writing, arithmetic, geography and is an orphan. And she "said it like dl·claration and gasps out her shock: "history, American history-" And bein' an orphan was some1hing lo "The idt•a ! That little imp troublc perhaps we should include OCTOBER, 1111 11 on the old-fashioned schools. As old. A more positive apprec1allon of the ty.five occasions which show Annie fashioned schools do not stress "fin· values of her experiences begins to in school, she has encountered prob gcr pnintin' and rhythmic dancin' appear in the mid-1930's. A place· lems related to placement. First, and such stuff"Z-t or "cooking or ment test administered in 1936 did Annie rarely has any record of past bop,"2'; modern schools evidently do. !incl Annie weak in the "classical" allendance at school, a situation that Jn the same way, it can be demon· subjects, but it was a weakness more requires improvisation in placement slrated that modern schools neglect than overcome by the strength of her procedures. Second, Annie generally American history, the three "R's" logical mind and the range of her disguises her status as an orphan by and discipline. The deficiencies of the general knowledge. Indeed, Annie's adopting the name of, and a relation· modern school curriculum in Amer· experiences make her superior lo ship to, her current guardians. This icn oblige Warbucks lo employ young other children of lwr tender years. "cover" is sometimes broken and foreign scicnlists.26 "Y'mcnn foreign· "They've never had to hustle to eat Annie guardians. This "cover" is crs arc smartcr'n we are?" Annie - " Annie explains, "They've never sometimes broken and Annie suffers asks. "Perhaps they study harder and had to figger out much o' anything lhe full onus of orphanhood. Years to more purpose," Punjab replies. - " 31 She concludes, somewhat rue· of practice at meeting these problems "Many speak three languages- Most fully, "Guess I've just had more 'van· enables Annie to prepare defenses arc advanced in mathematics, chemis· tages than kids who have never had against them and, ultimately, to boast try, biology-" The topics of serious t'make on their own !"32 of her ability to circumvent official interest in the modern American Lessons learned the hard way arc rcd·tnpt•. schools, Annie observes, "arc double learned well. The children who at· dating and if the 6th grade is too tem11t lo trick or hnlly the worldly· ·'Placement Problems" soon to go steady! " 27 Gray's concern wise Annie are quickly laught not Placemt'nt is a factor in one case with cclucntional trends antedates the "to go shovin' me around- " 31 The· only during lhe first ten years of the popular protest inspired by the or· trouncing bullies receive at Annie's strip.36 In A11ril, 1927 Annie was biting of the Sputniks. His particular hands establishes the lone of such placed in a class on a trial basis. views appear to be those of the con· lessons and the bully takes the lesson Tlw pattern for the future begins to temporary conservative critics, some to heart. Similarly Wnrbucks, re· emerge in February, 1935. At this of whom have advocated a return to covering from a sojourn in the prison time Annie is givl'n an oral placement the l\lcGu£fey renders. These critics camp of an enemy, commrntcd on e•xnminntion by the school principal. would probably also applaud Gray's the whippings he received : " Every She "askl'd 'bout a million ques· atkntion to the education valm·.s of wdl b a complt>lt• liberal education, lions," Annie reports, and "then she experience. the kind 01w gels the hard way, ancl put me in a class with kids most all 14 of 'cm older'n I nm - " An oral or "Maybe life is tlae beJt teaclacr never forgets !"· The altitude Gray written examination followed by ad· • . . a hard teacher, but real wishes to define in the instances vnnced placement become standard good!"28 above and in the character of Annie throughout her career is one of hard experif'nce for Annie. Tile procedure "Practical Education" boiled realism. Annie's sometimes is refined in March, 1936 when the Not all of Annie's education is harsh lifP experiences temper her placement examination rl'Veals that obtained sitting at a school desk. spirit without twisting it. She rf'mnins Annil' ill "foggy on classical sub. There is much to be learned through unspoiled and trusting, even naive, jecls," whil<' possl'! 12 EDUCATIONAL PERSPECTIVES enrollment arc eased are of interest Joe!" his wife chides him, "The havior toward these "unnecessary" in themselves. Four times influence Board of Education must know what's restraints is endorsed by Gray when· is a factor :37 in February, 1939, best!" Annie's rebuff here is fol. ever Annie is led to meet them. It is March, 1947 and January, 1957 the lowed by another in September, 1960. acceptable lo be a little devious in a prominence of her sponsor suffices; Annie's sponsor then is told that his good cause and does not detract from but, in March, 1952, the influence "niece" is "Amazing! The most alert Annie's seriousness of purpose. Sue· is "borrowed." Staying with a beg· mind that I've encountered in years! ct.-ss in school is n necessity. gar, Annie is escorted to school by . . . She could hold her own two "/ go to school to learn- I a policeman friend, Meatball Mac, grades ahead of her age group! But never had much teacher trou and readily enrolled. The nature of I feel she should be with children ble-"38 Mac's contribution lo her enrollment only a little older than she is!" An· is later disclosed by the school prin· nic guesses that she would "have fell In the American tradition, Annie cipal: "Officer Meatball mentioned awful out o' place!" with the ad· is work-oriented whether at school Alderman Noodle and Judge Pudding vanced group. "And none o' th' or away. Two themes, diligence and - Such nice men- I'm sure you'll other kids would have liked me ambition, thread their way through do very well, Annie-" When ad· much! They'd have figgered I was her work and study habits, Annie vised of this remark by Annie, Mac a little show.off monster!" knows without being told that she has says, "She's a sweet old dragon to "get down and dig" to learn, and Smart, loo, fer a school principal- " Ptul Concealed that it is best to attack the most On three other occasions, when Gray The same 1960 episode includes a difficult subject, the biggest book, or presents his "old-fashioned" schools, description of the techniques Annie the hardest task Iirst.39 "Plain hard the teacher is not concerned with has developed to conceal her past. work" is the road lo knowledge, Annie's past. Annie, however, still Dan Drive, her guardian, wonders Annie observes. A special problem has to take a placement test. As Gray how to answer the questions the for Annie results from her irregular becomes more critical of "modern" school officials are sure to ask. attendance at a variety of schools. schools, Annie finds placement with "Well," Annie says, "My 'sperience Different schools emphasize different an advanced age group more diffi· tells me I just call you "Uncle" things and Annie is always behind cult to achieve. In April, 1960 Annie Dan, and Marlene "Cousin"! I the other students in her grasp of the is not put ahead though deserving don't say you are my rel'tives! formal subjects. Inevitably, Annie of it. "Can't do that, I guess!" she I just call you that!" As for her has to do "lots o' studyin' to catch says. "Got rules, they say!" Her school records: "Lost 'em! Can't even up- " Happily, she learns early that guardian comments: "Humph! That 'member just what school in th' city hard study has its rewards. In June, might embarrass some of the 're· it was! Guess I'm sort o' dumb, eh?" 1929 Annie discovers that a group larded' ones that everyone else is Officialdom and redtape have long of boys in her class have stolen the supposed to wait for, eh?" "Now, dogged Annie's steps and cynical be- final examination questions. "Why OCTOBER, 1111 13 should I care?" she asks. "I know Annie learns the arts of popularity of each. In an episode of March, more 'n they do an' I'm honest-" in school and triumphs over all dif· 1946, Annie is described as n city Nonetheless, her spirits are raised ficulties strewn in her path. girl "judging from her poise and considerably when the boys fail be manner- but as fresh and sweet as "Ignore 'em - ttever crowd cause they stoic the wrong questions any country girl could be--" Gray 'em-never let 'em guess they and Annie passes at the lop of the appears to have nn ambivalent nlti· can get your goat- "H class. Pointing the moral, Annie tudc toward town and country which cries: "Gee, I feel good-I guess it Like all transient students, Annie, reflects the pull of each upon his own pays to work hard an' play square-" as the new kid in school, hos had to life and is also represenlnlive of nn Hard work is nt.-ccssary for success, submit to 11 period or inspection by ambivalence in Aml'rican alliludt·s Annie knows, but there are limits to her peers beforl' she is grnnlt•d ac in gent>rnl. what one can learn, no matter how Cl'ptancc. Annie is able to resign her Other factors than slrangem•ss hard you study. "When yuh rc'lizc yer self lo this temporary, if perennial, have been a basis for ostracism in never gain' to learn it all," she says, exclusion because it is temporary. the strip. Social status mcasurNI by "but try to learn as much as yuh "After a while," she notes, "the kids raiment and residence is of impor can, then there's some chance for come to you if you arc friendly- "H tance in February, 1935. "What n yuh-" B<•fore Annie could become so blasc, dress," the children say, and, she A new pressure to study arises in she had to undergo many snubs, "lives over across th' tracks-" ~~ the middle l9:~0s when school offi some of which, early in her career, The depression era also saw Annie's cials recognize that Annie's intelli brought her lo the verge of tears. study habits and good grades lw· gence and fund of general knowledge In January, 1927 Annie, commiserat come a source of friction with her qualify her for advanced placement. ing with herself, said "where I used classmalcs . ~9 Neither of these prob· Annie is undaunted by the new chal to come from folks took on inl'resl )ems approach in significance the lenge and by dint of her efforts re in n new kid...• " She has met iso difficulties that ensue upon the dis mains first in her class. Her achicVl'· lation in public schools as well ns closure of Annie's orphan origins. ments arc rewarded by pride and the private and in small towns as At Hawy Hollow Seminary dis confidence in herself and the respect well as the cities. "Folks arc about covery of her background led lo her of teachers and guardians. Annie's th' same any pince l gu<.>ss- " Annie expulsion. In public school disclosun• peers are not always so generous. In remarks,""' but, "l like th' country results in isolation. In April of 1927 a 1936 episode Annie is called lots better" than the city, she con Annie is not yet sclfconscious about "teacher's pet" for knowing the an· ludes.~" The behavior or the country being an orphan in spite of her dis swers and "a scab for studyin' hard kids, in receiving aPd accepting missal from the seminary. Annie and doin' homework- " Annie is ad Annie openly and freely, supports holds the kids spellbound with ac· vised lo ignore the jibes. A guardian her declaration. But Annie begun her counts of her travels only lo be says, in an oft-repealed moral: "The carl'er in the big city and frequently snubbed the next day. A stricken lazy and worthless people are always returns there so that a time comes Annie learns from the experience sore at those who are willing to work when she can consider the curiosity and determines that in the future to get ahead- But success is only for of the small lown a mixed bl<•ssing. she will keep her business lo herself: the few who can ignore the jeers of "Friendly or not, folks here sure " Keep yer eyes open an' ycr mouth the mass- " 40 gel a lot of 'citement oul or seein' shut- That's me from now on-" The second theme, ambition, in· a stranger. . • . Folks in th' big The children W<'re not at fault for volves molivation. Annie studies hard town may be ju5t as curious, but if their behavior, Annie is told. They without complaint because she knows they ore, thl'y don't lei on- It givt•.<; wen• instrucl<'d by thl'ir parents lo why it is nl'cessary lo do so. The m<• th' fidgets lo bl.' stored 111 -"~7 avoid tht• trump orphan. Similar situ "only future in loafin' ," she notes, ations later are l.'Xplained in the same "is to grow up to be n bum- "41 Ai Home in the City way. As there are varied reasons for Those who piny instead of studying Annie's regard for the city seems lo her ostracism, Annie will also find "never 'mount to much"42 and, ns we increase in the 1930s and it is the out there arc several paths to pop have seen, Annie intends lo "'mount big city in which >:he will feel al ularity in the l'yes of hc-r peC'rs. to somethin'." Academic prowess and home, yet, as 11 resident of both The most common method lo ambition can be an obstacle to ac worlds and more often a small town, achieve popularity illustrated by An ceptance by her fellow students but she takes on the positive attributes nie's example in the strip is superior 14 EDUCATIONAL PERSPECTIVES force. Her first three educnlionnl ex· alumni or Oxford, and their formal see it, and, when he has an intima periences sel the course.SD In each training is united with military and tion of his danger, he cannot net to Annie defrnts n bully (two boys, one foreign advl•ntures to give them a save himself. Fortunately for all of girl) and is immediately rewarded background of unusual breadth. them, Annie is made of sterner stuff. with the frienclshi1• of grateful chil· Anti-intellectualism appears in the Warbucks' scientists come off no bet· drcn. Other methods described nrc contemptuous way Gray depicts the ler in the strip. Wnrbucks provides heroic deed$; ~' " .. . it isn't who college profrssor. They arl' ridicu· them with the wherewithal needed you arc but who you know that lous, opinionated figures in appear for their work and they recompenst• counts- ;, 2 and, the advantages of ance and attitude. A wild.eyed, him with marvelous discoveries, still power, "Funny how crazy folks get mangy-haired professor sitting on a the image of the scientist is that of over yuh nil of n sudden whl·n jury trying Warbucks is t•ager to con. tlw eccentric genius, such as Eli Eon yuh get lo he somebody- " 51 Gray's 'ict thl• husi1wss tycoon who has so in 19.~5, or of men with a foolish worldly-wise orphan may seem some much, while the profossor's nine dt•· unconcern with \1 aridly affairs, as in what cynical to others but he regards grct•s n•turn him so little. Gray was an episode of 1964. To one of the her wary reaction to life's problems taking a swipe at Franklin Hoose· latter group, Warbucks says, after as hardheaded practicality horn in velt"s "bruin trust" in this 1934 cpi inspecting progress on a project he is experience.5~ ! OCTOBER, 1911 15 been an integral element of the strip 1955; September, 1960. 410ctober, 1939. IOMay, 1928. 42Seplember, 1940. from its inception. The whole tone I !September, 1940. ~!January, 1949. of the strip is educative, it is infused 12January, 1949. HJanuary, 1949. llAn exception to 1his generalization is 45September, 1929. with moral lessons for Gray's read ex11ressed in July, 1961 when a guardian ~6September, 1929. ers. The content of Gray's didactic asks Annie, "l wonder how many teach · ~ ? September, 1932. er~ today could pa!;5 a 5imple American 4KA friend of Annie's was criticized on 11 approach has often made "Annie" history examination?" similar basis in April, 1927. the center of controversy but he has HHistory is mentioned in 1946 but the 491\larch, April, 1936. quotation rnmes from Seplemher, 1957. 50february, 1926; J anua ry-Fehruary, not long been deterred from express· l5Jo'ehruary, 1939. 1927 ; April, 1927. ing his philosophy. "There are etcr· 16()ctoher, 1939. The quotation, "It's nice. 51May, 1929; September, 1932. . • • it is •••", is borrowed from an 520ctoher, 1929. nal verities easy enough for all to earlier statement by the same character 5l0 ctober, 1929. learn: tell the truth, work hard, save dealing with Annir'~ enrollment in 54An undated publicity release in the files S<:hool. of the Chicago Tribune-New York Daily your money to he independent; in 17J\larch, 1947. News Syndicate (Chic11go) quotes Groy short, 'keep your nose tidy!' And IRJanuary·February, 1927. On three occa· as saying Annie "had to be hard to sur· 61 sions Annie starts for private schools, vive" 11nd she meant to, but if she "is that's enough." Annie's philosophy, hut the trip is interrupted, see August, just a simple orphan kid after oil .•. . Gray declares, is "just good, stan 1932; September, 1935; ONoher, 1950. with 11 heart of gold .• • (and) ••. l9May, 1928. a wicked left." Similar statements a11· dard Americanism that people are 211Fehruary, 1939. pear in Sheridan, M. Comics and Their brought up on."62 The education of 21June, 1929. Creaton, (Boston, 1942), 70; Brown· 221\farch, 1946, see nlso September, 1957. ing, N. L., "America's Favorite Comic "Little Orphan Annie" may be erratic HDecember, 1952. Kid," Chicago Sunday Tribune, 20 Oc· and peripheral to the major themes HOctober, 1947. tober 1946, (Magazine Section), 14, 27; 2~1\lay, 1958. and "Tougher Than Hell With a Heart of the strip, hut the education of the 2f•l\lay, 1958. of Gold," Time, 4 September 1964, 71·2. reader is central to the comic and, 2iJuly, 1961. 1~Mny, 1939, see also November, 1942. ZHDecember, 1953. ~cf. Hofstadter, Richard, Anti·lnteilec. like Annie's schooling, unending. 29April, 1927. tuaiism in American Life, New York, JOMay, 1928. 1963; Leamer, Max, America AJ a lMay, 1929. 31September, 1940. Civilization, New York, 1961, Vol. II 21 ha\'e read all of "Little Orphan Annie" 32Seplember, 1960. (paper), 732·749; White, Morton, "Re from 5 August 1924 until the present ll February, 1927. flections on Anti·intellectualism," Dae· but have ended this study after forty J40ctober, 1959. dalUJ, (Summer, 1962), 457-68. years. J5September, 1960 '7Heroes without formal schooling usually J6(n the prirnle school episode, January· hove supplemented the "school or hard JWithout better guidelines, I ha\'e pre· February, 1927, it is 11pp11rently War· knocks" with extensive reading. sumed an end to attendance at school bucks' money that prO\:-ides Annie en· 58Chicago Tribune, 1 October 1951. when there is a change of episodes; tranre lo the exclusive p:irl's school, 59Undated publicity release from the files when an episode continues beyond a however there is no spec.fie reference of the Chicago Tribune-New York New1 normal school year; or, when the story to placement, Syndicate (Chicago) . line would require the disruption of Jifhe probable effect of influence on 60"Tougher Than Hell With II Heart or Annie's education, e.g., a kidnapping or Annie's admission lo the prh·ote school Gold," Time, 4 September 1964, 72. her hospitaliintion. in 1927 is not inrluded in this total. 61Schuyler, P., "Orphan Annie Sny9: ~The Happy Hollow Seminary episode of JKJ11nuary, 1942. 'Keep Your Nose Tidy!'," Editor and 1927, see below. J9See e.g., January, February, 1927 and Publisher, 24 February 1951, 12, 40. 5An episode is herein defined as a period May, 1928. 62"Tougher Than Hell With a Heart of of time in the strip during which Annie 401\.larch, 1936. Gold," Time, 4 September 1964, 72. resides with one of her many guardians in one locale. Usually this will also in· volve only one plot or adventure se· quence but can, and has, involved two. An episode ends when Annie leaves guardian and locale. 6ln an episode (January, 1963) Annie's age is given as ten and a ha!£. Editor and Publisher, 22 August 1964, 45, says Annie is the "youngest 12 year old horn in 1924. • • . She began her career at the age of six.'' Gray has informed us through an episode in 1964 that Annie was horn on the 29th of February, see 28 February 1964. 7September, 1940. Similar statement~ May, 1928; June, 1929; September, 1932; March, 1936; February, 1939; January, October, 1942; January, Au· gust, 1956. 8May, 1928. June, 1929, see also April, 1927. 91\foy, 1928, The merit of hard work is stressed often by Gray, d. Morch, 1932; June, 1936; Mey, 1937; August, Sep tember, 1940; August, 1947; January, 16 EDUCATIONAL PERSPECTIVES