U# S* Office of Education Annual Report 19ii5/lt6, 1111 Pioposed plan of •A3 organization, 1916/U6 For "Administration of the library" see p. 11*1 Annual Report of the Federal Security Agency SECTION TWO U. S. Office of Education 1945 FEDERAL SECURITY AGENCY . Watson B. Miller, Administrator U. S. OFFICE OF EDUCATION . John W. Studbbaker, Commissioner UNITED STATES GOVERNMENT PRINTING OFFICE . WASHINGTON : 1945 For sale by the Superintendent of Document*, U. S. Government Printing Office, Washington 25, D. G Price 15 cent* Annual Report of the Federal Security Agency SECTION TWO U. S. Office of Education FOR THE FISCAL YEAR 1945 CONTENTS Page Letter of Transmittal . Ill Foreword . IV Higher Education . 1 Vocational Education . 13 School Administration . 40 General Instructional Services . 42 Physical Education and Health Activities . 4 9 Statistics . 50 The Library . 51 Service to Libraries . 53 Comparative Education . 56 Inter- American Educational Relations . 58 Special Programs and Projects . 63 Services for the Blind . 66 Visual Aids for War Training . 68 Educational Uses of Radio . ‘ . 69 Publications . 70 ii LETTER OF TRANSMITTAL F ederal Security Agency, U. S. Office of Education, Washington , D. C November i, 19 lfi. Sir: I have the honor to submit my annual report embracing the activities of the U. S. Office of Education for the fiscal year ending June 30, 1945. Respectfully, John W. Studebaker, U . S. Commissioner of Education. The Honorable Watson B. Miller, Federal Security Administrator. m FOREWORD In part II of the 1944 Annual Report of the U. S. Office of Educa¬ tion there was set forth a plan of organization to improve the services of the Office to American education. That plan contemplated no inno¬ vations in the types of activities which the Office of Education would carry on, but rather an expansion of staff and improvement of organiza¬ tion within the Office by which to accomplish more efficiently the pur¬ pose for which the Office of Education was established, namely, (1) “for the purpose of collecting such statistics and facts as shall show the condition and progress of education in the several States and Terri¬ tories, and (2) of diffusing such information respecting the organiza¬ tion and management of schools, school systems, and methods of teach¬ ing, as shall aid the people of the United States in the establishment and maintenance of efficient school systems and (3) otherwise promote the cause of education throughout the country.” During the fiscal year 1945 the aforementioned plan was widely and thoughtfully discussed in educational circles and in the Congress. A relatively small increase in appropriations was provided to the Office of Education with which to begin the proposed improvements in its serv¬ ices. Early in the fiscal year 1946 these improvements were begun by the regrouping of staff and functions of the Office in eight operating divisions. As a preview of next year’s annual report it may be in¬ dicated that these divisions now functioning will provide the outline for the 1946 annual report. The present report for the fiscal year ending June 30, 1945, gives a brief panoramic view of the services and activities of the Office under the plan of organization existing during the final wartime year. It reflects the far-reaching relationships of the war to the activities of the Office of Education and of the Nation’s schools, school systems, and colleges. As this report goes to press the war itself has been brought to a victorious conclusion. We have entered upon the postwar period with its manifold problems and responsibilities and its great oppor¬ tunities for the winning of a just and lasting peace. Education in the United States inevitably shares these responsibilities and must have an important part in peacetime development and progress of the United States. It must provide the solid foundation of understanding and good will necessary for the solution of the many complicated domestic and international problems of the period of reconstruction and recovery. The Office of Education strengthened for its long¬ term peacetime task will endeavor ever more efficiently to serve schools, school systems, and colleges of the United States and “otherwise pro¬ mote the cause of education throughout the country.” John W. Studebaker, U . jS. Commissioner of Education . IT Higher Education Services to Colleges and Universities Throughout the war period, the major share of the time and efforts of the Division of Higher Education staff was devoted to the many urgent problems arising from, or associated with, the war effort. At the close of the fiscal year, the early end of the war was anticipated, and the emphasis upon wartime activities was increasingly being shifted to undertakings important in meeting the problems of the peace soon to come. The initiation of activities looking to the solution of postwar problems, however, involved more than the resumption of prewar activities. War is the mother of change; and the effects of the great¬ est of wars upon the higher institutions and the Nation they serve are widespread and profound. New emphases in research, curriculum construction, and teaching were anticipated to assist not only in re¬ pairing the ravages of the war upon the colleges and their human product, but also in meeting new social, economic, political, and educational problems and conditions. A New Periodical For years the Office has felt the need for a suitable medium of com¬ munication with colleges and universities and with persons and groups particularly interested in higher learning. To meet this need it estab¬ lished a new semimonthly periodical, Higher Education, publication of which began in January 1945. The basic law creating the Federal Office of Education in 1867 in¬ tended that the new Office should collect and diffuse such informa¬ tion as would aid the people of the Nation in establishing and main¬ taining efficient schools, colleges, and universities. Accordingly, the new periodical includes information concerning Federal activities related to higher education, reports of statistical and other studies of education made by staff members of the office, and materials from the colleges and universities and from educational organizations and associations. The publication is the responsibility of the Division of Higher Education, which has appointed a managing committee to be in charge of the work. However, the Division is assisted by representatives of other divisions. Higher Education, therefore, represents the higher education interests of the Office. Higher Education is sent free to college and university presidents, deans of most of the schools, and a limited number of other officials, and to college and university libraries. Others may receive it at a 1 2 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 subscription rate of 75 cents, from the Superintendent of Documents, U. S. Government Printing Office, Washington 25, D. C. Letters received from many sources indicate that this periodical is much appreciated throughout the country. Land-Grant Colleges and Universities The usual reporting and certification activities of the Office relating to the land-grant colleges and universities were carried on. During the year 1943-44 these 69 institutions enrolled 135,722 nonmilitary and 180,110 military students in residence, a total of 265,832. This was an increase of 30,443, or 13 percent, from the year 1940-41. A total of 29,672 degrees were conferred, of which number 3,552, or 12 percent, were graduate degrees. From 1942-43 to 1943-44 the number of degrees conferred dropped 12,554, or 29 percent. The income of the land-grant colleges for general and educational purposes for the year 1943-44 amounted to $275,308,908, of which amount 37 percent was from Federal sources. An additional amount of $8,781,895 was received for physical plant and $9,481,664 for addi¬ tions to endowment. The income for general and educational pur¬ poses increased by 24 percent from 1942-43 to 1943-44. It will be observed that the rate of increase in income was greater than the rate of increase of students. Visits of 2 to 4 days’ duration were made to five land-grant colleges and universities for the purpose of studying their programs and learning about new developments in their organization and activities. Two members of the staff attended the annual meetings of the Associa¬ tion of Land-Grant Colleges and Universities and the Conference of Presidents of Negro Land-Grant Colleges. Howard University During the fiscal year 1945, the seventy-eighth in the history of the University, it operated 9 schools and colleges, enrolled 4,628 students, and employed a teaching staff of 275 persons. The total expenditure for the year was $1,913,866, of which amount $1,043,045, or 54 per¬ cent, was from the Federal Government. Dental Education and Research The Office maintains a cooperative relationship with dental educa¬ tion and research, which is carried on by a member of the Division. He serves as : (1 ) the chairman of the standing Committee on Teaching of the American Association of Dental Schools; and (2) a member of the Committee on Research of the American College of Dentists. During the year, with the cooperation of five associates, he completed a work on teaching. In March 1944, the American Association of Dental Schools adopted a comprehensive plan for the continuous study of the dental curriculum and dental teaching, and it appointed a standing committee to have U. S. OFFICE OF EDUCATION 3 charge of the work. Two committees — one for histology and one for oral diagnosis — have been appointed to consider the teaching of those subjects in dental schools, to prepare reports on them, and to organize conferences for the annual program of the Association in March 1946. The Committee on Teaching has supervised the work of the two com¬ mittees. The report on histology has been completed and published ; the one on oral diagnosis has been prepared in tentative form. The Committee on Eesearch of the American College of Dentists awards grants-in-aid for research on dental problems, most of which is carried on in dental schools. Currently the Committee is engaged in a study of the medico-dental relationship. The work on teaching, a publication of 349 pages, is entitled Teach¬ ing in Colleges and Universities With Special Reference to Dentistry and it was published in May 1945 by the American Association of Dental Schools. It is a comprehensive work which treats such topics as psychological interpretations of learning, various methods and means of teaching at the level of higher education, and ways and means of encouraging good teaching. Higher Education Institutions The service of providing information on the accredited status of institutions of higher education to interested agencies and persons was rendered more efficient through the publication and distribution dur¬ ing the year of a new edition of the bulletin on Accredited Higher In¬ stitutions , the first issued since 1938. This service is one for which the demand constantly increases as new occasions for it arise, particularly in Federal education programs. The new bulletin is more helpful than those issued in past years, for it indicates the purpose for which each institution is accredited. As has been the custom over a period of years, a member of the staff of the Division cooperated in the preparation of the annual directory of institutions of higher education. (U. S. Office of Education’s Annual Directory. Part III, Colleges and Universities.) A form to obtain data on changes in personnel, organization, control, accredi¬ tation, and other items is sent to each institution in June each year. On the basis of the data secured from the institutions on these forms the directory is compiled. During the period in which the directory is going through the press, attempt is made to keep informed, through press releases, educational journals, and other sources, of current changes in college and university' personnel, to be incorporated in the directory before its final printing. Inquiries From Servicemen and Veterans The provision by the Government of financial aid to veterans de¬ sirous of obtaining further training has brought to the Division thou- 4 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 19 45 sands of inquiries from the men and women returning from the serv¬ ice as well as from those still overseas. The answering of these in¬ quiries, in addition to the number commonly received, many of which require special investigations, consumed much of the time of several persons in the Division. Teacher Personnel Problems The collection and dissemination of information concerning the extent of, and methods for, meeting teacher shortages continued as a divisional activity throughout the year. More than half of the en¬ rollment of prospective teachers in college had been lost during the war. Approximately 70,000 teachers were employed on war emer¬ gency permits, and several thousand classrooms remained unstaffed. Nevertheless, the ravages of the war on school personnel were checked materially through Nation-wide efforts by many conjoined agencies, to make legislators, school boards, and taxpayers more fully conscious of the predicament of the schools. Positive action was taken toward raising salaries and improving working conditions in teaching in most States, and in tens of thousands of local school districts, with the result that teaching was placed in a more favorable competitive position in the employment market. Informational service was rendered to several thousand teachers, school officers and others, who inquired concerning conditions of teacher supply and demand, teacher-placement organizations and agencies, methods of securing teaching positions, methods of remedy¬ ing teacher shortages, and problems intensified by the effects of the war. As teachers return from war work and from the armed forces during the next year, these problems are expected to become of even greater interest to individual teachers as well as to school employers. Circulars and other materials on appropriate topics were therefore written or revised, as follows: How to secure teaching positions; teacher placement, registration, and related services; wartime changes in teacher certification; and others. Several articles and numerous shorter pieces of material on teacher personnel and related topics were prepared for use in Office periodicals and by the education press. Illustrative topics treated in these ar¬ ticles included : The Army specialized training program ; postwar faculty recruitment; suggestions for securing teaching positions; Federal educational benefits for veterans; the teacher shortage; and others. T each er -Education Problems Because of wartime travel restrictions, only a few of the dozen or more national education associations interested directly in the prepa¬ ration of teachers, held their regular meetings during the year. In such meetings as were held, the divisional staff participated to the U. S. OFFICE OF EDUCATION 5 maximum extent permitted by their many war-related duties. An example of such participation that will serve to illustrate others, is afforded by the work of staff members in the School for Executives, held at Jackson’s Mill, W. Va., August 15-24. This work conference on teacher-education problems was sponsored by four national organi¬ zations, and was attended by 229 presidents, deans, and other executives and staff members of teachers colleges, colleges, schools, and school sys¬ tems. Forty States and the District of Columbia were represented in the group. Office staff members participated as advisers and in other capacities. More than a score of organized study groups engaged in the consideration of a wide range of administrative, curriculum, per¬ sonnel, community relations and other problems involved in the pre¬ service and in-service education of teachers. Other meetings of organizations which were attended include that of the Council on Cooperation in Teacher Education, which is sponsor¬ ing a program of intergroup relations, and those of State or local conferences. Other activities in teacher education were undertaken as part of projects in which all or most of the members of the Division partici¬ pated, such as the Study of Postwar Problems ; State Surveys ; Study of Vocational Education of College Grade; Investigation of Military Training Aids and Methods of Instruction ; publication of the divi¬ sional periodical entitled Higher Education; and similar projects described elswhere in this report. State Surveys The long-standing participation by the Office in State and other surveys of education was continued during the year in a survey of higher education in Mississippi, and in a somewhat similar investiga¬ tion in Illinois. Three members of the Division participated in the Mississippi investigation, which included field work in all of the State institutions in higher education, consultative services, and like activi¬ ties. Areas of investigation in Mississippi included State administra¬ tion of higher education, college curricula, teacher education, plant and facilities, staff personnel, graduate work, and similar aspects of the field of activities in State higher education. Special consultative services were rendered in Illinois by the Chief of the Division. Study of Vocational Education of College Grade Toward the close of the year, an investigation of vocational educa¬ tion of college grade was initiated. It was planned to examine this growing field in junior colleges, technical institutions, universities and colleges, and elswhere in institutions of higher education. A con¬ ference of national leaders in this field was held in Washington, and a conference was also held in California in connection with the project. The undertaking will be completed during the fiscal year 1946. 671772—45 - 2 6 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 Summer School Courses in Counseling, Guidance, and Personnel Work In February 1945, the Division of Higher Education cooperated with the Occupational Information and Guidance Service of the Vocational Division in making a survey of course and other offerings in counseling, guidance and personnel work to be offered during the summer period of 1945. (For further report on this project see page 36 in the Occupational Information and Guidance Report.) Conferences on Training of Secondary School Counselors In April 1945, the Division of Higher Education cooperated with the Occupational Information and Guidance Service of the Vocational Division, in sponsoring conferences of representatives of colleges and universities interested in the training of secondary school counselors. Study of Training Aids Used in the Armed Services During the year, three members of the Division of Higher Educa¬ tion served as members of the Committee on Military Training Aids and Instructional Materials, appointed by the U. S. Commissioner of Education to study the development and use of training aids and de¬ vices in the armed services. One of the representatives of the Divi¬ sion served as chairman of the Committee. Visits were made to a number of Army and Navy installations, conferences were held with responsible service officials, and materials observed and studied. The data and information secured have been presented in the form of a bulletin entitled TJse of Training Aids in the Armed Services (Bulle¬ tin 1945, No. 9) which has been distributed to interested individuals and groups in secondary and higher education. Postwar Planning in Higher Education The staff of the Division has continued the program, initiated at the beginning of the previous fiscal year, of stimulating and assisting State-wide and regional groups of colleges in developing plans calcu¬ lated to meet the over-all needs of a specified geographical area. On invitation from voluntary and legally authorized bodies, the staff participated cTuring the year in 28 State-wide conferences, in 7 regional meetings, and in 5 conferences of national professional organizations. The Division has also encouraged the work of these and other post¬ war planning groups through the preparation and distribution of 7,500 copies of each of two bulletins. Schools and colleges expressed an urgent need for information on the probable number, incidence, and educational level of World War II veterans likely to resume edu¬ cation. With the cooperation of the War and Navy Departments data on the age and previous education of 8,000,000 enlisted personnel and 729,000 officers were compiled and arranged by States. This bulletin, Data for State-Wide Pl-anning of Veterans' Education , has also been in demand by the several agencies of Federal and State governments U. S. OFFICE OF EDUCATION 7 concerned with veterans’ problems. Industrial and other private em¬ ployers have also made use of the document. The second bulletin, Higher Education Looks Ahead , presents a round-up of information secured from the colleges and from professional and lay associations on what they are doing to readjust program and procedure to meet postwar educational needs, especially those of returning veterans and young war workers whose education has been interrupted. The staff has also been able to assist individual colleges in working toward a solution of their postwar problems, chiefly through corre¬ spondence and Office consultations with college officials. The staff has worked in a similar manner to assist Army and Navy Separation Center staffs with the educational counseling problems they face in demobilizing members of the armed forces. In addition, the Division has provided similar services to local offices of the Veterans’ Admin¬ istration, and to many types of voluntary organizations that have assumed a responsibility for veterans’ education. Engineering, Science, and Management War Training The Engineering, Science, and Management War Training program of the fiscal year 1944-45 was the fifth and last of a series of simil- lar programs which have been conducted since October 9, 1940. For brevity, the program is usually referred to as the ESMWT-III pro¬ gram; or, when no reference to the preceding programs is involved, simply as ESMWT. The history of earlier programs may be found in the annual reports for preceding years. The Division of Higher Education was authorized to conduct ESMWT-III in Public Law 373, 78th Congress, 2d Session, ap¬ proved June 28, 1944. That act provided not to exceed $10,000,000 for the cost of short courses of college grade to be provided by col¬ leges and designed to meet the shortage of engineers, chemists, physi¬ cists, and production supervisors in fields essential to the war effort. These courses were required to be of types approved by the Chairman of the War Manpower Commission. Not to exceed 121^ percent of the amount allotted from this appropriation to any college was expend¬ able for the purchase of additional equipment and the rental of space. An appropriation to cover the expenses necessary to liquidate the pro¬ gram was made in Public Law 124, 79th Congress, 1st Session, ap¬ proved July 3, 1945. The total number of men and women enrolled in ESMWT-III was 237,593, and approximately $7,500,000 of the $10,000,000 appropria¬ tion was encumbered to meet the cost of their instruction. The sav¬ ing of $2,500,000 resulted chiefly from the cancellation of the antic¬ ipated summer program of courses starting prior to June 30 and ending not later than September 30. In previous years the cost of 8 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 the program for this period was about one-fifth of the total for the year. Other contributing factors were a severely limited administra¬ tive budget for use in developing the program, an inability to purchase anticipated and needed equipment under wartime restrictions, and the tight manpower situation which during the year drastically re¬ duced the supply of unemployed persons who were qualified to pur¬ sue ESMWT courses. Lack of qualified applicants for preemploy¬ ment training made it impossible to organize and conduct courses in the anticipated volume, even though the need in war industry for trained personnel in the authorized fields far exceeded the capacity of all facilities provided to meet it. Of the entire ESMWT-III enrollment, 156,555 were in courses or¬ ganized to meet the shortage of engineers; 6,331 in courses for chem¬ ists ; 5,984 in courses for physicists ; and 68,723 in courses relating to nonengineering production supervision. Trends in Enrollment The downward trend in enrollment noted in the ESMWT-II pro¬ gram continued through the ESMWT-III program. This trend is not believed to indicate a corresponding decrease in the need for col¬ lege trained engineers, chemists, physicists, production supervisors, and their technical assistants, but rather a continued depletion of the supply of qualified potential trainees. A complex set of contributing factors, including optimism concerning the early end of the war, abundant opportunities for high earnings by relatively untrained workers, competition among war activities for manpower, the limited number of high-school graduates with adequate knowledge of mathe¬ matics, and the early closing of the program, seriously reduced the volume of preemployment training. The training of employed per¬ sons for up-grading to more responsible work was affected by these same factors, but to a lesser extent. The enrollment in in-service courses was 62 percent of the similar enrollment under ESMWT-II, while in preemployment courses the ESMWT-III enrollment was only 21 percent of that under ESMWT-II. Enrollment in pre¬ employment courses constituted only 4 percent of the total enroll¬ ment under ESMWT-III, as contrasted to 11 percent during ESMWT- II and 36 percent during ESMWT-I. Table 1, which sets forth the 10 specific types of courses in which greatest ESMWT-III enrollments were reported, affords an interest¬ ing contrast with similar data for the preceding fiscal year. Elec¬ tronics courses, for instance, which ranked tenth among last year’s enrollments, stand fourth in ESMWT-III. Conversely, Accounting courses have dropped iii rank of enrollment from third place in ESMWT-II to fifth in the program here reported ; and Communica¬ tions from sixth place to ninth. Production Engineering, which this U. S. OFFICE OF EDUCATION 9 year ranks in sixth place, was not among the first 10 courses under ESMWT-II. These and similar variations illustrate the changing requirements of the war production program and the flexibility with which ESMWT has met them. Table 1. — Cumulative enrollment by specific type of course from July 1, 1944, through June 30, 1945 Type of course Industrial Organization and Management _ Personnel Administration and Labor _ Mathematics (Basic Sciences for Engineers) _ Electronics - Accounting _ Production Engineering - Engineering Drawing and Descriptive Geometry _ Safety - Communications - Structures (Aeronautical Engineering) - All other courses - Total _ Enrollment Percent of total . 23, 211 9.8 . 21, 576 9.0 . 16, 305 6.9 . 15, 088 6.3 12,538 5.3 . 12, 522 5. 3 . 12, 192 5. 1 9, 608 4.1 9, 433 4. 0 7,023 2.9 . 98, 097 41. 3 . 237,593 100.0 The geographical distribution of the training, which was in close agreement with the volume of industrial activity relating to war pro¬ duction, is illustrated in table 2, which details ESMWT-III enroll¬ ment in the 10 States that ranked highest for the fiscal year. Table 2. — Cumulative enrollment, by State, from July 1, 1944, through June 30, 1945 State California - Pennsylvania _ New York - Texas _ Illinois _ _ New Jersey - Ohio _ Indiana - Michigan - Maryland - All other States. Total _ Enrollment Percent of total . 48, 776 20.5 . 22, 615 9.5 . 20, 627 8.7 . 19, 055 8.0 .. 18, 494 7.8 . 12, 615 5.3 . 11, 514 4.9 9, 173 3.9 6,088 2.6 . 5, 787 2.4 . 62, 849 26. 4 _ 237, 593 100.0 Training of women. — Enrollment of women declined from about 19 percent of the total under ESMWT-II to about 14 percent of the total under ESMWT-III. Table 4 in this report shows the trend of the enrollment of women through the 5 years. The enrollment reached its maximum under ESMWT-I and has steadily declined since. For the entire 5 years, the enrollment of women represents about 16 percent of the total enrollment. 10 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 Training of Negroes. — Little change in the ratio of Negro to total enrollment occurred during the fiscal year. Negro enrollments de¬ creased from about 1.75 percent of ESMWT-II to approximately 1.2 percent of ESMWT-III enrollments. Training of men not liable for military induction. — Although data reported by participating institutions do not specify the Selective Service classification of trainees, increasing age of those enrolled, and the growing proportion of employed men attending classes indicate that relatively feAv men in class 1-A have attended ESMWT courses during the year. While the program, of course, made no effort to discriminate against such men, the training usually did not appeal to those facing imminent induction, and employers have preferred to hire women or men with reasonable assurance of deferment. Significantly, veterans of the current war are rapidly assuming importance as replacements for industrial personnel and, conse¬ quently, as candidates for ESMWT. ESMWT has never had any special authorization for the training of veterans; and, consequently, they have been enrolled under ex¬ actly the same terms and conditions as have applied to any other applicants, after due consideration of their prior education and experience and their suitability for employment in the fields for which the training has been conducted. That no distinction has been made between veterans and nonvet¬ erans in accepting enrollments at the participating institutions is borne out by a comparison of table 3, presenting the highest 10 courses in veterans’ enrollment, with table 1, depicting the rank of the highest 10 courses in general enrollment. It is striking that the distribution of veterans in ESMWT courses so closely parallels that of general enrollments. Table 3. — Cumulative enrollment of veterans by specific types of course from July 1, 1944, through June 30, 1943 Percent Type of course Enrollment of total Mathematics (Basic Sciences for Engineers) - 698 8.5 Engineering Drawing and Descriptive Geometry _ 571 6. 9 Industrial Organization and Management _ 561 6. 8 Electronics _ 550 6. 7 Personnel Administration and Labor - 523 6. 4 Production Engineering _ 521 6. 3 Communications _ 466 5. 7 Safety _ 294 3.6 Accounting _ _ ! — 292 3. 6 Power Generation and Transmission _ 242 2. 9 All other courses _ 3503 42. 6 Total _ 8221 100.0 Relationship to the War Manpower Commission. — This year ESMWT continued under the Federal Security Agency, U. S. Office U. S. OFFICE OF EDUCATION 11 of Education. The requirement that types of courses to be offered in ESMWT be approved by the Chairman of WMC was also re¬ peated. The Director of ESMWT has continued, in voluntary co¬ operation, the plan of operation adopted in the ESMWT-I program. The ESMWT regional representatives have remained on duty in each of the War Manpower regions, and all contacts in the field between ESMWT and WMC have been channeled through these representa¬ tives. Copies of course proposals, enrollment reports, and similar documents have been routed from the institutions within each WMC region to the appropriate ESMWT regional representative, who has supplied such information as was needed and requested to the WMC field staff. Title to equipment and supplies purchased with ESMWT funds. — ■ The act which appropriated funds to cover the liquidation of the ESMWT program provided that equipment and supplies purchased under approval of the Commissioner of Education with ESMWT funds by institutions participating in the program shall remain the property of the institution authorized to purchase them, provided “That no school or school system shall be required to surrender pos¬ session or use of any property or equipment which it is using in its educational or training program.” Summary of entire ESMWT program. — Table 4 presents a brief statistical summary of the five successive programs of college-level defense training courses which have been conducted under the auspices of the Office of Education. All enrollments are based on final enroll¬ ment reports from participating institutions, all of which had been received when this report was prepared. Table 4. — Enrollment in EDT, ESMDT, ESMWT I, ESMWT II, and ESMWT III courses from October 9, 1940, through June 30, 1945 Item EDT, i 1940-1941 ESMDT, 1941-1942 ESMWT I, 1942-1943 ESMWT II, 1943-1944 ESMWT III, 1944-1945 All programs, 1940-1945 1 2 3 4 5 6 7 Institutions which participated in program - - _ 143 194 214 195 172 0 42, 568 31, 465 1,433 871 Courses operated in: All fields— _ 2, 182 7,598 12, 740 9, 527 480 11, 547 7,859 437 8, 501 5, 723 296 Engineering _ 2, 182 6,174 220 Chemistry. . _ Physics _ _ _ 132 231 270 238 Production supervision _ 1, 072 2, 502 596, 134 443, 938 13, 929 11,998 126, 269 47, 305 130, 245 10, 539 2,981 402, 684 2, 244 237, 593 156, 555 6, 331 5, 984 68, 723 8, 799 1, 795, 716 1, 337, 225 38, 838 32, 415 387, 238 106, 254 282, 235 25, 158 Enrollment in: All fields . . 120, 802 438, 503 Engineering _ 120, 802 350, 564 265, 366 10, 664 8, 620 118, 034 Chemistry. 7,014 5,813 74, 212 22, 021 Physics. . .. _ Production supervision .... Full-time courses . . . 18,607 14, 379 79, 612 3, 942 33, 226 2, 931 Enrollment of: Females _ 811 38, 341 Negroes . . . _ _ . 849 3, 265 7, 574 6,094 Veterans _ _ __ 8, 221 14, 315 i Instruction began Dec. 9, 1940. * 227 institutions participated in at least one of the five programs. 12 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 Student War Loans Program In July 1942, the Congress appropriated $5,000,000 for loans to college students in the technical and professional fields of engineering, physics, chemistry, medicine (including veterinary), dentistry, and pharmacy. At that time it was apparent that there would be serious war-created shortages in these fields, and the loans were to enable students to accelerate their courses so as to be earlier available for the most effective services in the war effort. During the 1943 fiscal year, loans were made in this program to 11,081 students in 286 colleges and universities amounting to a total of $2,910,506.93. For the 1944 fiscal year, the Congress reappropri¬ ated the unexpended balance of the original appropriation of $5,000,- 000, with the stipulation that during 1944 loans should be made only to students who had received loans the previous year. The aim was to make it possible for these students, as many of them as possible, to finish the accelerated program upon which they had embarked. Because of graduations and the entrance of student borrowers into the armed forces during 1944 the number of students eligible for the loans was reduced materially, so that only 1,572 of the 11,081 students to whom loans had been made in 1943 were assisted in 1944. These students received $417,094.39. Thus, in the 2 years in which the program was in effect, the total amount loaned was $3,327,601.32. The following table shows the distribution among the seven accelerated fields of the loans made in 1943. Percent Field Number of loans Amount of total Medicine _ 3, 867 $1, 150, 072. 47 39. 5 Engineering _ 4, 066 933, 208. 28 32. 1 Dentistry _ 1,217 343,225.14 11.8 Chemistry _ 835 205,443.46 7.1 Pharmacy _ 438 114, 104. 01 3. 9 Veterinary _ 394 106, 820. 53 3. 7 Physics _ 264 57, 633. 04 1. 9 11, 081 2, 910, 506. 93 100. 0 The law provides for repayment of the loans in four equal annual payments of principal, with accrued interest, beginning 1 j-ear after graduation or separation for other purposes. Further provisions are made for cancellation of the unpaid balance of the loan when the borrower is inducted into the military services, before graduation, through the Selective Training and Service Act, and for deferment of interest payments and repayments of principal during military service of the borrower. The work of the program, since June 30, 1944, has been concerned with the administration of these two provi¬ sions, and with the fiscal services related to collections. U. S. OFFICE OF EDUCATION 13 Although most of the borrowers are in the military services, with their payments deferred, collections amounted to $410,682.71 as of June 30, 1945, and about 9 percent of all loans had been paid in full. Vocational Education Following is a report of activities of the federally aided program of the Vocational Division carried on by the States under the Smith- Hughes and George-Deen Acts and administered through the U. S. Office of Education, as well as of the Vocational Training for War Production Workers and Food Production War Training Programs conducted under Public Law 373. Enrollments in all vocational schools and classes for the year 1944, the latest for which complete statistics are available, totaled 2,001,153. This total includes 469,959 persons enrolled in vocational agriculture classes; 543,080 in trade and industrial education classes; 806,605 in home economics courses; and 181,509 in distributive education. Preliminary statistical reports for 1945 indicate a total enrollment of 2,002,467. In addition to that total there were 1,152,986 per¬ sons enrolled in Food Production War Training and 1,037,213 en¬ rolled in the program of Vocational Training for War Production Workers. Agricultural Education, Including Food Production War Training The total number of departments of vocational agriculture remained about the same as last year — approximately 7,000. Supervised F arming An encouraging feature of the supervised farming activities con¬ ducted by students of vocational agriculture has been the attractive prices they received for their farm products. Financial returns reached an all-time high in net profits. The staff assisted the States in maintaining interest in supervised farming activities and in im¬ proving this phase of the program through conference work con¬ ducted with members of State staffs and State-wide gatherings of teachers of vocational agriculture. Special emphasis has been placed on the importance of encouraging students in the better selection of their supervised farming programs so that production goals might be attained. Attention was given to the stimulation of greater activity in the economical production and use of feed for livestock. It is impossible to measure the assistance given farmers and farm youth in helping them to achieve wartime production goals set for the production of vitally needed food and fiber crops, as well as meat, 671772—45 - 3 14 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 poultry, and dairy products ; however, teachers of vocational agricul¬ ture throughout the United States unquestionably contributed to the total war effort which resulted in the greatest agriculural production of farm commodities that this country has ever witnessed. Educational Services Special emphasis was given by regional agents, particularly at the time they held their regional or district conferences of supervisors and teacher trainers, to the development of programs for the training of veterans who are interested in returning to farming occupations. Conferences were also held with representatives of the Veterans Ad¬ ministration, the American Legion, and other interested groups. As a result, most of the States have developed specific plans for educa¬ tion and training programs in agriculture for returning veterans. Many of these training programs are now in operation and others will be established as rapidly as military personnel are demobilized. Many of the staff served as technical specialists for the Division of Visual Aids for War Training in the production of 16-mm. sound motion pictures, film strips, and manuals. These agricultural films have been used in the regular classes in vocational agriculture as well as in the emergency food production war training classes. Assistance was given to the Georgia State Board for Vocational Education in the prepartion of a special bulletin, School Community Canning Plants — Location , Construction , and Equipment. Research Projects The major project of this year was an appraisal of the Food Pro¬ duction War Training Program, based on a study of all State pro¬ grams, 359 local programs, and 4,586 interviews with enrollees. The report was completed and published in condensed form in the June 4, 1945, issue of Education for Victory . During the last part of the year, work was resumed on tabulating and summarizing 400 evaluations of local programs of vocational education in agriculture. Farm Youth Organizations The Future Farmers of America and New Farmers of America, integral parts of the vocational agricultural program, have continued to provide valuable training and experience to students of vocational agriculture. The Future Farmers of America normally holds a national con¬ vention at Kansas City, Mo., in October or November of each year, at the time of the American Royal Livestock Show. Because of war¬ time restrictions on travel, attendance at the FFA conventions has been reduced from the usual 7,000 or more to around 400 delegates at the 1944 event. These conventions have been an important and U. S. OFFICE OF EDUCATION 15 vital factor in keeping the organization intact and in providing incen¬ tive for the further promotion and development of special wartime activities for which the organization received national recognition. Citations have been awarded the Future Farmers of America by the War Production Board for meritorious service in the collecting and salvaging of scrap materials, and by the United States Treasury for activity in the purchasing of and promoting of the sales of war bonds and stamps. future farmers of America foundation The Future Farmers of America Foundation was organized during the year: (a) To give financial assistance to deserving students of vocational agriculture and to young farmers in becoming satisfac¬ torily established in farming occupations; (b) to promote and stimu¬ late agricultural leadership among students; ( c ) to promote and de¬ velop interest in vocational agriculture and the activities of the Fu¬ ture Farmers of America and New Farmers of America; and ( d ) to provide awards to deserving students. The Foundation is financed exclusively through voluntary contribu¬ tions from business concerns, corporations, farm and civic organiza¬ tions, and individuals. It is believed that the greatest good will accrue to the greatest number if the Foundation has the financial support and good will of a relatively large number of donors. Hence, no maxi¬ mum or minimum limitation of contributions has been established. However, the Foundation reserves the right at any time to reject the contribution from any donor or potential donor. Contributions to the Foundation are made without reservations, lim¬ itations, or restrictions by the donors. Donors will not be identified with any specific Foundation prizes, awards, or activities. Under this plan a much better balanced program of activities sponsored by the Foundation can be maintained than would be true if specific types of projects, contests, or activities were selected by Foundation donors with which they would be identified. Through the pooling of funds in the Foundation, more adequate awards can be made with less admin¬ istrative detail and, in addition, each donor will receive recognition for all Foundation awards rather than for one specific project or activity. Subject-Matter Materials Expansion of vocational programs in agriculture during the post¬ war years necessarily will result in the construction of many new build¬ ings and farm shops. To meet this expansion, a series of recommenda¬ tions for the construction of such buildings have been drawn up and floor plans for one-teacher and two-teacher agricultural units de¬ veloped. These recommendations and suggested floor plans have been distributed widely throughout the United States and should be of great value to local communities. Additional subject-matter materials have 16 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 been gathered and are in the process of preparation that deal with subjects such as: “The Repair and Maintenance of Roofs for Farm Buildings” and “The Repair and Maintenance of Walls, Floors, Win¬ dows, and Doors on Farm Buildings.” A handbook or guide for vocational agriculture and home economics teachers to follow in organizing and conducting better educational pro¬ grams in housing for Negroes in those States where separate schools are maintained has been prepared cooperatively by the Agricultural and Home Economics Education Services and agricultural and home economics teacher trainers. Teacher Training Anticipating the return of teachers from the armed services and from war industries, and the resumption of undergraduate or pre¬ employment programs, emphasis has been given to reestablishment of teacher-training programs. Regional meetings, sectional meetings, and visits to States have provided opportunity for replanning teacher¬ training programs in a manner not attempted since the early years of the program. Recommendations developed as a guide for the resump¬ tion of teacher training as an outcome of meetings and conferences include : 1. Establishing active recruiting programs to insure an adequate supply of qualified beginning teachers. 2. Developing functioning guidance and selection programs in teacher-training institutions to eliminate the many persons who enter training but do not, or should not, go into teaching. 3. Developing proper and adequate placement procedures to insure longer tenure of teachers and to reduce teacher changes from com¬ munity to community. 4. Developing refresher and retraining programs to meet the need of many former teachers of agriculture who will reenter the field of teaching after 1 or more years in the armed services or in other types of war activity. 5. Working with State Boards and teacher-training institutions to replan postwar training programs giving greater consideration to the demands made upon the teacher of vocational agriculture. 6. Redeveloping facilities for directed observation and directed teaching, using only departments having complete programs of all¬ day, part-time, and evening class instruction, and active chapters of FFA or NFA. 7. Expanding facilities for in-service type of teacher training de¬ signed to assist the teacher in solving specific problems of the com¬ munity and groups he serves. 8. Making provision for itinerant teacher training and the follow-up of beginning teachers. U. S. OFFICE OF EDUCATION 17 9. Making provision for resident teacher trainers to visit schools of the State in order that they may become better acquainted with actual teacher situations. Food Production War Training The Food Production War Training Program was continued for the fifth consecutive year. Public Law 373 provided $10,500,000 to¬ gether with the unobligated balance of the appropriation for this pur¬ pose for the fiscal year 1944, making available a total of $14,600,000 for the operation of the program during the 1945 fiscal year. The program included courses of less than college grade in farm machinery repair, food production, food processing, and training farm workers. A large percent of the enrollment was in farm machinery repair and food processing courses. (See table 5.) This was due to the need on the part of farmers to repair farm machinery as a result of the scarcity of trained mechanics, new machinery and machine parts, and the necessity for the preservation of food for home use during the period of heavy demand for food by the armed forces, war workers, and our Allies. Upon termination of hostilities in Europe, the Congress recom¬ mended that the Food Production War Training Program be closed immediately. Consequently, all courses were closed on or before May 31, 1945, and the State boards for vocational education were directed to liquidate their respective programs. The continuation of a critical food situation influenced the War Food Administration to transfer a working fund of $1,670,000 to the Office of Education for the operation of school community canneries, during the 1945 canning season. By June 30, 1945, State boards for vocational education had approved and put into operation 3,121 such programs. Table 5. — Enrollment in food production war training courses to May 31, 1945 Cumulative Cumulative Items enrollment from enrollment from December 1 , 1940 July 1, 1944 All courses _ 4, 188, 552 1, 152, 986 Shop courses - Farm machinery repair Food production _ Food processing - Training farm workers. 820, 058 20, 729 1, 215, 939 430, 767 534, 122 100, 730 1, 514, 093 564, 351 104, 340 36. 409 Female _ _ _ 1, 366, 570 487, 264 Negro _ 771,203 154,186 Urban _ 402, 114 63, 076 In-school _ 85,235 36,529 18 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 Business Education Functions of the Business Education Service are of a threefold nature — advisory, research, and administrative. They include giving of professional assistance to State and local boards, colleges and uni¬ versities, and other groups ; planning and conducting research ; assist¬ ing in employment-opportunity surveys and in adaptation of their uses; making job analyses; preparing instructional materials and cooperating with State boards for vocational education in a wide range of activity. Teacher Training The Business Education Service during the year assisted boards of education and teacher-training institutions in developing and car¬ rying on a Nation-wide training program for the preparation and professional growth of teachers, coordinators, and supervisors of business education. Regional agents through field activity, correspondence, and the de¬ velopment of training materials, assisted State and local supervisors in organizing and conducting teacher-training conferences and insti¬ tutes designed to facilitate professional improvement of full-time teachers, coordinators, and supervisors. Professional training on the job was given to part-time teachers of adult extension classes. Field representatives of the Service, in cooperation with supervisors and coordinators of distributive education and with the assistance of representatives of distributive businesses, developed and conducted courses in job instructor training, job relations training, and conference leadership training for the purpose of helping supervisory personnel of merchandising and sales organizations to develop and improve skill in ( 1 ) on-the-job methods of teaching an employee how to perform his work correctly and efficiently, (2) methods of handling job rela¬ tions problems, and (3) methods of conducting a group conference. Assistance was also given to colleges and universities in the develop¬ ment and improvement of pre- service teacher-training programs needed for the preparation of teachers, coordinators, and supervisors. The Service encouraged the organization of pre-service teacher train¬ ing on a cooperative basis in which occupational experience is supple¬ mented by general education and adequate technical and professional training. The Service also encouraged in-service teachers and coor¬ dinators to accept business employment periodically on a temporary or part-time basis for the purpose of maintaining continuous first-hand contact with practical business problems. Research Activities Members of the staff gave professional advice and assistance to indi¬ viduals and groups in the planning and conducting of research studies U. S. OFFICE OF EDUCATION 19 dealing with or having a direct bearing on specific problems of train¬ ing business workers. The Service initiated a study to determine what should be the nature and scope of a course in the principles of selecting, organizing, and managing small business enterprises. The course is being prepared to meet the training needs of returning servicemen, workers in war industries, and others who wish to establish or reopen small busi¬ nesses of their own. The instructional materials for this course are being developed with the cooperation and advice of trade association executives, whole¬ salers, retailers, and representatives of State boards for vocational education and the U. S. Department of Commerce. Results of this study will' be made available to boards of education and other agencies engaged in the administration of training programs for persons start¬ ing a small business and for owners and managers of small businesses already in operation. Initial steps were taken in the planning of a series of job analyses studies in cooperation with the Personnel Group of the National Retail Dry Goods Association and the Education Committee of the National Restaurant Association. The purposes of these studies are to deter¬ mine specific subject-matter content, to indicate relative weight of instructional topics, to establish profiles of various jobs in retail organizations, and to provide a relatively scientific approach to pupil selection for cooperative part-time retailing classes. Another study involving preparation of instructional materials and the organization of a training program for a specific group was the preparation of a teacher’s manual for use in training paint salesmen and painting contractors. This study is being made in cooperation with the National Paint, Varnish, and Lacquer Association. Results of the study will be made available for use in vocational classes con¬ ducted by or under the auspices of State and local boards of education. Outlines for supervisory training courses in job instructor training, job relations training, and conference leadership training were com¬ pleted or revised in accordance with results of studies relating to (1) on-the-job methods of teaching an employee how to do his work, (2) methods of handling job relations problems, and (3) methods of con¬ ducting a group conference. A comprehensive study to determine adequate and appropriate content of a guide or handbook setting forth practical and successful methods of organizing, supervising, and teaching business education was begun during the year with the assistance of a special advisory committee consisting of educators, trade and professional association representatives, and businessmen. A printed report of this study, when completed, is expected to be made available to teachers, coor- 20 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 dinators, department heads, supervisors, school administrators, and others engaged in or directly interested in the training of workers for store and office occupations. Student Clubs Members of the staff participated in and encouraged the promo¬ tion of student organizations devoted to out-of-class activities related to business problems and practices. Assistance was given in the writing of State and local club constitutions, in preparing a manual for use in organizing local clubs, and in planning club projects, meetings, conferences, and other activities. Student organizations known as Distributors Clubs have developed extensively in the southern region. Clubs known as Future Retailers or Future Merchants have developed to some extent in other sections of the country. State meetings of delegates from local clubs have been held in Tennessee, North Carolina, South Carolina, Virginia, Georgia, Oklahoma, Ohio, Louisiana, Kentucky, and Puerto Rico. Further growth and increased effectiveness of the Future Business Leaders of America, a national organization of student clubs, was en¬ couraged as an integral part of the business education program. Or¬ ganized in 1942 under the sponsorship of the National Council for Business Education, the Future Business Leaders of America provides through local clubs many opportunities for business students to par¬ ticipate in community business activities that develop competent and aggressive leadership. These various organizations of business students have made con¬ tributions to: Individual student development, increased interest in the field of business, closer cooperation between the community and the school, and a mutual understanding between the youth and adults of the community as to their responsibilities to each other and to their community life. Wartime Courses for Retailers The Service assisted State boards for vocational education in de¬ veloping and administering programs related to training problems and needs resulting from wartime conditions. Three special pro¬ grams — wartime training of new store workers, wartime training of experienced salespersons, and wartime training for store supervisors and department heads — organized in 1942 to meet the wartime train¬ ing needs of retailers, were continued during the year. Emphasis was placed on training supervisory personnel to assist them in on-the-job training of new store workers and in developing good everyday re¬ lationships between supervisors and employees, between employees and customers, and among employees themselves. Staff members assisted in organizing and conducting institutes to train leaders for the supervisory training courses. U. S. OFFICE OF EDUCATION 21 Retailers, wholesalers, and the sales department of manufacturing concerns lost to the armed services and war industries many of their trained and experienced sales personnel. They are now faced with the task of rebuilding their sales organization. To meet this problem, the Service assisted State boards for vocational education in planning and conducting Institutes for Sales Executives. Extending over a, period of 5 days, the Institute seeks solutions to problems of analyzing the sales job, selecting and supervising salesmen, evaluating training materials, and developing definite sales training programs. Postwar Planning The Business Education Service encouraged trade and professional associations and State boards of education to study postwar training needs and to plan training programs to meet these needs. At various conferences participated in or conducted by staff mem¬ bers of the Service consideration was given to postwar training prob¬ lems and to plans for peacetime expansion and improvement of vari¬ ous phases of business training. Such plans include the further* development of cooperative part-time training; the employment of itinerant teachers to serve managers of businesses in small towns and their employees; the organization of courses in small business owner¬ ship and management for veterans and former war workers who plan to establish or reopen businesses of their own ; promotion of training programs for supervisory personnel in sales and merchandising organizations ; extension of business training to groups not heretofore adequately served; and the further development of teacher-training programs, both pre-service and in-service. Cooperative Relationships With Other Agencies Cooperative relations continued during the year with such organi¬ zations as the National Paint, Varnish, and Lacquer Association; the U. S. Department of Commerce; the American Marketing Asso¬ ciation; the National Restaurant Association; the National Retail Dry Goods Association; and the National Office Management Association. Conferences were held with members of the Joint Committee on Subject Matter in Retail Drug Training to plan the further develop¬ ment of instructional material for training in retail drug store opera¬ tion and to plan the organization of classes for retail druggists and their employees. This subject-matter committee represents the Na¬ tional Association of Retail Druggists, the American Association of Colleges of Pharmacy, the National Association of Boards of Phar- macjr, and the American Pharmaceutical Association. Plans were developed cooperatively with the National Shoe Re¬ tailers Association for the expansion of a training program in the 671772—41 4 22 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 fitting and selling of shoes for the managers and employees of retail shoe stores. Articles on business training written by staff members of the Busi¬ ness Education Service were carried in publications of various trade and professional organizations. Home Economics Education Emphasis was given during the year to program development, cur¬ riculum study, space and equipment for homemaking education, home economics clubs, and cooperative programs. Program Development In their work in the States, agents gave help in adjusting home¬ making education programs to give greater service to pupils and families in dealing with wartime and postwar problems. Regional Workshops The Central Regional Conference in 1944 recommended that the regional agent arrange a special workshop for home economics educa¬ tion workers in the Central Region, with members of the staff acting as consultants. The workshop was held at the University of Min¬ nesota in August 1944. Thirty-eight home economists from 11 States participated. Committee reports containing suggestions for pro¬ gram adjustments to meet wartime situations in the 11 States were distributed to members of the group by the Center for Continuation Study of the University. A 2-week workshop for home economics education workers in the southern region was held in Montevallo, Ala., in January 1945. Three members of the Home Economics Service staff carried leadership responsibility. The 48 home economists who participated included State and district supervisors, heads of college home economics de¬ partments, teacher trainers, itinerant teacher trainers, city super¬ visors, and teachers. There were at least two representatives from each of the 12 States in the southern region and from Puerto Rico. Socio-economic problems of the South and implications for home¬ making education programs were studied. Ways of helping families achieve the essentials of satisfactory living were recommended in reports on (a) curriculum, (5) guidance, ( c ) extension of home economics to groups and areas, ( d ) goals of in-service training, ( e ) democratic procedures, and (/) utilization of human and material resources. Plans were made for follow-up of the workshop in each State and in the region. U. S. OFFICE OF EDUCATION 23 National Supervisors’ Conference A conference of State supervisors of home economics education was held in Chicago in February 1945, to consider problems of program development and administration. Forty-six supervisors from 45 States and Hawaii attended. Recommendations of the conference to the U. S. Office of Education included : ( 1 ) Organizing an advisory committee to the Home Economics Education Service; (2) calling of conferences or appointment of committees to clarify certain issues; (3) placing more emphasis on coordination of research in home eco¬ nomics education ; (4) giving more service to city programs in home¬ making education; (5) producing more materials which would aid in the development of homemaking education programs for adults and older youth; (6) giving more effort to the recruiting of home¬ making teachers. Service to Local Communities The special administrative difficulties in providing a comprehensive program of homemaking education in cities received special attention. The agent for the central region made a cooperative study, with the State and city supervisors of home economics, the teachers, and school administrators in three cities. The analyses dealt with (a) activities for children in the elementary school; (6) education for homemaking for all who need it in the junior and senior high school; and (c) homemaking education for adults and older youth in the community. Consultant service was given to a number of State and city super¬ visory staffs in the development of community-centered programs of family life education. To illustrate: In Colorado, as a part of a State-wide study of adult education, the consultant in family life education worked with teachers and community leaders in four cities. Curriculum Study In Colleges There was continued interest on the part of college home economics staffs in examining their curricula to determine the extent to which student needs are being met. Members of the staff worked with col¬ leges on curriculum problems through : IntercoTlegie conferences. — At the request of the Committee on Instruction in Home Economics of the Land-Grant College Associa¬ tion, an institute was held at the University of Chicago in August 1944, for 15 college teachers of family relationships. One member of the Home Economics Education Service staff participated. A conference for college teachers of textiles and clothing in the eastern section of the country was held in New York City in November 24 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 1944, to work on problems of curriculum adjustment to meet wartime and postwar situations. Following a similar conference of college textiles and clothing teach¬ ers in the Central States held earlier in Chicago, the agent for studies and research met with the Conference Planning Committee and the chairmen of subcommittees to help evaluate their progress and make plans for further committee work and for the next conference of the group. An intercollege home economics curriculum conference was ar¬ ranged and conducted by two staff members in Dallas, Tex. Repre¬ sentatives from 9 institutions in 4 States attended. Consultation service to individual institutions. — Through con¬ ferences on 21 college cainpuses, agents studied with home economics staffs and administrators the needs of students and alumnae and ways in which the curriculum could be organized better to meet needs. At two other colleges, courses in family relations, child development, and effective living were studied. State and City-wide Curriculum Study Supervisors, teacher trainers, and State and city curriculum com¬ mittees and groups of teachers were assisted with study programs through (1) evaluating the work of various study groups and plan¬ ning workshop and leadership training conferences, in Indiana and New York; (2) planning a curriculum workshop and district confer¬ ences on evaluation, in Missouri ; (3) determining goals for curriculum study and making plans by which all teachers could participate, in Louisiana and Massachusetts; (4) working on family recreation and revising materials on child development for use in the State curricu¬ lum guide, in Iowa; and (5) setting up a seminar for teachers in¬ terested in developing coordinated programs of family life educa¬ tion in the schools in which they teach, in Philadelphia. In West Virginia and Nebraska, special help was given on curriculum read¬ justment to aid families of returning war veterans. Regional and National Curriculum Work The regional agents for the Southern and Central Regions, in co¬ operation with representatives of vocational agriculture, worked with the joint home economics and agriculture committee of the Negro teacher-training conference in the development of materials on “An Educational Program for Improving Housing Conditions of Negro Farm Families.” A draft of a proposed bulletin was distributed for experimental use by supervisors, teacher trainers, and teachers in the 17 States maintaining separate schools for Negroes. In March 1944, the Home Economics Education Service held a con¬ ference in Washington, with the cooperation of the National Com- U. S. OFFICE OF EDUCATION 25 toittee for Mental Hygiene, to consider ways in which teachers might be helped to understand better the family adjustment problems of homecoming servicemen. The recommendations of the conference were sent to home economics supervisors and teacher trainers as back¬ ground for immediate work with teachers. Six of the leaflets planned by the conference have been published under the title Family Con¬ tributions to War and Postwar Morale. In the three intra-regional conferences for home economics educa¬ tion leaders held in the central region, major emphasis was given to methods of teaching family and social relationships, with special consideration to famly problems created or aggravated by the war. Space and Equipment Plans under way for hundreds of new school buildings throughout the country have brought many requests for help with planning space and equipment for homemaking education. To get answers to some of the questions raised by educators and manufacturers, a con¬ ference was held in Washington which was attended by 12 home economists from different sections of the country who had special experience with space and equipment in homemaking education. Representatives from the family economics and the housing and household equipment divisions of the Bureau of Human Nutrition and Home Economics participated and representatives of companies manufacturing equipment for homemaking education departments took part in the discussion . A brief report of this conference was distributed to 589 home eco¬ nomics education workers, together with a questionnaire asking for reactions to the recommendations. A group of those participating in the conference was organized into a consulting committee to the Home Economics Education Service on space and equipment for homemaking education. Home Economics Clubs During the year the Future Homemakers of America was developed as a national organization co-sponsored by the Home Economic Edu¬ cation Service and the American Home Economics Association. At the same time the Home Economics Education Service worked with State supervisors of home economics and Negro leaders in the 17 States which provide separate schools in the development of the New Homemakers of America. The purpose of these organizations is to provide avenues through which pupils in high-school home eco¬ nomics courses can gain valuable experience in working together toward certain broad social values related to the home. 26 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 By June there were over 100,000 members from 43 States in these new organizations. The regional agents and the chief of the Service participa' actively in this development through helping in planning and conducting meetings of delegates, and through membership on the advisory boards of the two organizations. Cooperative Programs The Home Economics Education Service carried on a wide variety of cooperative activities with organizations and agencies, such as : 1. Other fields of vocational education. — Cooperated with (a) trade and industrial education on a curriculum committee for the training of practical nurses; ( b ) agricultural education in the development of a community canning program; (c) Occupational Information and Guidance Service in the preparation of two manuscripts; (d) Distributive Education Service and the Trade and Industrial Edu¬ cation Service in an experimental conference of State supervisors representing the three services on problems of employed women and the kinds of training programs vocational education could provide to meet such problems. 2. Other fields of education. — Cooperated with (a) other departments of the Office on nutrition, school lunch, and consumer education com¬ mittees; (h) the Southern States Work Conference on School Ad¬ ministrative Problems in the study of the place of vocational educa¬ tion in the total education program; (c) other Office staff members in a study of the educational program at the Georgia School for the Deaf; ( d ) the representatives of extended school services and elementary education in the Office on a study of the extended school service program in Greensboro, N. C. 3. Organizations. — Cooperated with (a) the American Red Cross on the development of materials for the teaching of elementary, second¬ ary, and college home nursing courses, and as a member of the National Council for the American Red Cross Home Nursing Serv¬ ice; (h) the National Safety Council as a member of its advisory committee; ( c ) the Girl Scouts of America as a member of the advisory committee on relations with the schools; (d) the Land- Grant Colleges Association through consultant service to the Com¬ mittee on Instruction in Home Economics; ( e ) the Woman’s Foun¬ dation on the preparation of materials for national program of em¬ phasis on values in family living; (/) a workshop at the University of Arkansas under the direction of a regional committee on agricul¬ ture and home economics, the purpose of which was to translate into teaching material the Arkansas Valley report of the Regional Re¬ sources Planning Board; (g) the National Society for the Study of Education in the preparation of a chapter on adult education for U. S. OFFICE OF EDUCATION 27 the 45th Yearbook; ( h ) the National Broadcasting Company in the preparation of the series of broadcasts “Home is What You Make It,” by writing the chapter on “Cultural Influences in the Home” and helping with scripts; ( i ) the American Home Economics Associa¬ tion and the Home Economics Department of the National Educa¬ tion Association in the preparation of a leaflet on Consumer Educa¬ tion and Home Economics in the Secondary Schools , and advising on other manuscripts prepared by the Consumer Education Study staff of the Secondary School Principals Association ; ( j) the Amer¬ ican Vocational Association through membership on the research committee and consultant service to the program planning and the coordinating committees; (k) the American Home Economics Asso¬ ciation through membership on 5 committees, and one member of the staff also served as chairman of the Division of Family Relations and Child Development; and ( l ) the National Planning Association in the development of plans for a national conference on the family. 4. Government agencies. — Cooperated with (<2) the Bureau of Human Nutrition and Home Economics, especially in connection with the conference on space and equipment and clothing and textiles; (h) the Federal Housing Authority on the development of homemaking education programs in housing projects ; (c) the U. S. Public Health Service in programs of education for family health; (d) the Office of Price Administration, the War Production Board, the Office of War Information and the War Food Administration in the develop¬ ment of materials on consumer problems; and (e) seven divisions of the U. S. Department of Agriculture, other divisions of the U. S. Office of Education, the Children’s Bureau, Social Security Board, American Red Cross, U. S. Public Health Service, Office of Price Administration, and National Congress of Parents and Teachers in the work of the Cooperating Committee on School Lunches. The Service staff has analyzed some of these cooperative undertak¬ ings for the purpose of studying programs and accomplishments of each as a basis for future participation in such joint activities. Trade and Industrial Education , Including V ocational Training for War Production Workers Since the enactment of the first National Defense Training legisla¬ tion, the Trade and Industrial Education Service has been responsible for the administration and supervision of two major programs : (1) To maintain the regular Trade and Industrial Education program through supervision, consultation, and assistance to State school au¬ thorities and the coordination of the work of trade schools with the needs of industry; and (2) to organize, maintain, and supervise the 28 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 194 5 War Production Training program through the same administrative channels, the same facilities and for the most part through the same personnel as that of the regular program. So far as the functioning of the Service is concerned the difference between the regular program and the war training program is largely a matter of emphasis. In the regular program persons are trained in or for trade and industrial occupations with the major considera¬ tion being that of a service to the individual who is being trained. In the war training program persons were trained in or for trade and industrial occupations that were approved by the War Manpower Commission as war production occupations, usually operative jobs requiring short-term training to get the trainee on the production line of a war industry in the shortest possible time. The Vocational Training for War Production Workers program stemmed from and was built upon the established or regular trade and industrial education program. The same methods, techniques, and procedures that were developed and used by this Office in the regular program for more than 20 years was found to apply and were used effectively in the operation of the War Production Training program. Accordingly, no attempt is made to differentiate specifically between the activities of the regular or war production training programs in this brief report. When Congress determined that the Vocational Training for War Production Workers program had completed its task and should be discontinued, it became necessary to make plans for closing all war training courses and begin the task of liquidating the program imme¬ diately. In general, the program was closed on May 31. However, in particular instances where contracts or commitments had been entered into with military organizations the training of certain groups was continued to June 30. The use of training councils or clearinghouses for information on manpower and training needs of war industries was encouraged. These councils were composed of administrators from the various divisions of the War Manpower Commission and all of the training agencies. They functioned on all levels of operation, namely, local, area, State, regional, and Federal. The councils proved a splendid device as they brought together the forces needed to deal with specific war training problems. They were invaluable in the transmission of information relative to training needs and a decided factor in obtain¬ ing quick action on any level of operation where a vocational training need existed. The participation of Vocational Training for War Pro¬ duction Workers’ personnel on all levels was a major factor in the success of these councils. A liaison was maintained with Army, Navy, and Air Forces through which more than 200,000 uniformed military personnel were trained U. S. OFFICE OF EDUCATION 29 in special trade courses during the 5 years ending June 30, 1945. During the first 2 years tiiis training was done entirely through the War Production Training Program, but as the military forces ac¬ quired their own training facilities, they gradually took over this training load and contracted with the vocational schools through the U. S. Office of Education for services they needed beyond their own facilities. The public vocational schools trained 4,933 uniformed per¬ sons during the past year. The military forces reimbursed the War Production Training program for the cost of the training. National Refrigeration Service Council A notable example of service rendered to a Nation-wide industry approved as a war industry by the War Manpower Commission was that rendered at the request of the National Refrigeration Service Council which reported a serious shortage in skilled refrigeration maintenance and repairmen. The National Refrigeration Service Council was given assistance in developing basic instructional mate¬ rial and with this material several thousand employees of refrigera¬ tion concerns were trained in public vocational schools throughout the country. The National Refrigeration Service Council was dissolved recently and at their last official meeting stated as a matter of record that the vocational schools had met the emergency adequately and they were satisfied these schools would be able to render any further vocational training service that might be needed by the industry in the future. American Welding Society During the month of June 1945, the American Welding Society issued the first of a series of standard codes outlining minimum re¬ quirements for instruction of welding operators. The publication is the result of more than 5 years’ work of the Society during which time remarkable advances have been made in welding. This Office has maintained membership in the Society and assisted in the studies that were necessary in the development of the work. The series of codes is intended as a guide to vocational schools in determining minimum standards and procedures in planning and operating train¬ ing courses in the various types of welding. The annotated bibliog¬ raphies of publications relating to arc welding instructions in these codes were prepared largely by this Office. Industrial Teacher Training The most significant activity in this field during the past year has been the attempt to identify basic principles of industrial teacher training which stemmed from the established principles of vocational education, to obtain general acceptance of such principles, and to assist State boards for vocational education to work out practical 671772—45 - 5 30 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 applications of the principles which they recognize as applicable to their teacher-training problems. Beginning with the American Vo¬ cational Association Convention in December 1944 and continuing through group and individual conferences with State officials and among members of the Trade and Industrial staff in Washington, comparisons have been made between accepted principles of voca¬ tional education and parallel principles for industrial teacher train¬ ing. From the latter, the minimum essentials for an effective pro¬ gram have been identified and assistance has been given to some States in applying the principles to their training activities. Plans have been made to continue this service. Trade and Industrial Education for Girls and Women In approaching the problem of labor turn-over in war industries that were employing large numbers of women workers a special ef¬ fort was made to analyze the problem from the worker’s standpoint and at the same time render assistance to industrial personnel de¬ partments in developing techniques and methods to cope with the problem of what in many cases was a new labor force. From the standpoint of the worker it was found many were en¬ gaged in their first job other than homemaking and, in some cases, were caring for their families in addition to working in a plant. Anatysis of the situation indicated that they needed assistance with both jobs. Marketing, preparation of meals, care of children, and other matters of the home needed reorganization and streamlining to conserve the time and energy of the homemaker who also worked in industry. On the other hand, instruction was needed to meet the new situations they faced as industrial workers. The noise and the strangeness of the plant, the use of power machines, the need for special clothes, and the problem of safety were some of the factors that required attention if these workers were to carry on effectively. The staff worked on this dual problem in cooperation with State staffs and representatives of industry. Attention was given to the training of foremen and supervisors in dealing with women workers and in many cases industrial and vocational counselors were em¬ ployed by industry to assist in the many problems of the worker. A series of conferences were conducted for the training of these coun¬ selors with gratifying results. Two processed documents of the U. S. Office of Education ‘on the work of women counselors have had wide circulation, The Job of the Industrial Counselor for Women , issued in November 1944, and The Training of Industrial Counselors , issued September 1944. Although these bulletins were developed as a part of the War Training program they are valuable as guides to coun¬ selors in peacetime industries where women workers are employed. Another publication which is nearing completion is the Analysis of the Work of a Practical Nurse. In preparing the bulletin this U. S. OFFICE OF EDUCATION 31 Office has had the cooperation of professional nursing organizations, the American Red Cross, and the U. S. Public Health Service. Instructional Materials Section In addition to providing information to State directors of Voca¬ tional Training for War Production Workers and the Office of Edu¬ cation staff on available instructional material, and assisting in the development of instructional material for war production training, the staff engaged in the following service activities with other organiza¬ tions and agencies in the interest of effective instruction in trade and industrial courses : 1. American Automobile Association. — In the interest of better training for school bus drivers, a cooperative project was completed with this organization which has resulted in the issuance of a bulletin, titled, Training School Bus Drivers. 2. National Safety Coumcil. — (1) Assistance to the Council was pro¬ vided in the planning and preparation of a program for industrial safety, in the postwar period. (2) Cooperation was maintained with the Council in planning and preparing a series of “School Shop Safe Practices Pamphlets.” 3. National Committee for the C onservation of Manpower in War Industries ; A committee of the U. S. Department of Labor , Division of Labor Standards , Composed of Representatives of U. S. Govern¬ ment Departments Concerned with War Production. — Cooperation with the Labor Department and this group was maintained and a 20- hour program of training in safety for supervisory personnel in war plants was organized and promoted through vocational trade and in¬ dustrial schools. Several hundred thousand supervisors, foremen, and leadmen took advantage of these courses, and reports indicate that the accident rate was materially reduced in many plants as a result of the training. 4. U. S. Government Agencies. — Special services relating to job analyses, course outlines, and instructional materials were furnished Government agencies such as the War Department, Office of the Coor¬ dinator of Inter- American Affairs, Federal Public Housing Authority, Office of Defense Transportation, Apprentice-Training Service of the War Manpower Commission, and Department of Agriculture. 5. State Programs of Supplementary Apprentice Training. — Spe¬ cial programs for the development of instructional materials in accordance with a standard pattern to be used for instruction of ap¬ prentices in subjects related to their trades were initiated in six States through cooperation with State directors. Regional Conferences Anticipating the end of the war and the reconversion of industry to peacetime activities, the regional conferences were planned to assist 32 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 19 45 the States with the immediate problem of liquidating the war training program and preparing them to meet new situations that would inevit¬ ably arise as war industries closed or were converted to other work. The conferences stressed the need for surveys to be made by vocational school authorities as a preliminary step in the establishment of indus¬ trial training programs. In addition to the four customary regional conferences, the second annual regional Conference of Negro Teacher Trainers and Assistant Supervisors of Trade and Industrial Education met in Nashville, Tenn., during April 1945. The conference dealt with the same gen¬ eral problems with emphasis on the up-grading of teachers on the job and special industrial educational problems involving Negroes in the reconversion period. Conclusion Some indication of things to come in the future of trade and indus¬ trial education was brought out in the discussions during the regional conferences. The problem of rendering service to inter-State indus¬ tries such as the railroads, was given particular attention. In two of the regions, meetings were subsequently held with representatives of railroad management, the system federations, and the apprentice¬ training service. The purpose was to plan the organization of related instructional material for the apprentices of six railroad trades: Machinist, sheetmetal workers, carmen, electricians, blacksmiths, and boiler makers. The plans also involve the establishment of vocational training programs in certain designated centers to conduct extension courses for both apprentices and adult workers. Table 6. — Enrollment in preemployment and supplementary courses to June 30, 1945 Item Preemployment Supplementary Cumulative enrollment from July 1, 1940 Cumulative enrollment from July 1, 1944 Cumulative enrollment from July 1, 1940 Cumulative enrollment from July 1, 1944 Total _ _ _ _ _ 2, 667, 449 104, 439 4, 802, 057 932, 774 Automotive services _ 70, 698 655, 856 52,206 7, 802 19, 265 764, 056 83, 473 74, 217 436, 930 287, 484 211, 462 6,242 12, 914 3, 376 146 268 21, 607 14, 715 755 16, 149 12, 581 15, 686 99, 164 1, 161, 806 62, 595 3, 861 13, 461 456, 709 171, 785 24, 797 970, 056 230, 686 1, 607, 137 19, 531 192. 497 11, 775 1,324 4, 497 63,740 29, 621 2, 401 246, 326 35, 235 325, 827 Aviation services. _. _ _ _ _ Electrical services 1 _ _ _ _ Forging 1 . . . _ Foundry _ _ _ _ Machine shop 1 _ Radio services 1 _ Sheetmetal work 1 _ _ _ Shipbuilding .. _ . Welding 1 _ _ Other _ _ _ Female _ _ 554, 722 212, 021 3 2, 961 13, 542 15, 034 2, 169 946, 731 157, 471 3 15, 830 263, 403 55, 695 12, 408 Negro _ _ _ _ _ _ _ _ Veterans of World War II. . . . . . Regular supplementary 2, 149, 110 1, 523, 315 922, 633 206, 999 248, 306 485, 541 193, 994 4,933 Preparatorv supplementary Supervisory Uniformed military personnel i Does not include enrollments in courses specifically for aviation and shipbuilding. These are included in the aviation and shipbuilding totals, respectively. 3 Cumulative from January 1, 1944. U. S. OFFICE OF EDUCATION 33 Employee-Employer Relations The Consultant prepared and distributed a digest of resolutions pertinent to education of the annual conventions of the American Federation of Labor and the Congress of Industrial Organizations to provide information regarding labor’s position and attitude in con¬ nection with education. The information contained should serve as an aid in developing a better understanding of trends in the field of labor and a closer working relationship in the development of organi¬ zational and operational procedures for vocational education programs. Continued emphasis has been placed on the use of representative advisory committees in planning and operating vocational training programs. Attention has been given to the utilization of such com¬ mittees in connection with the regular long-term programs. Public Service Training The total enrollment in training for public-service occupations in the Nation as a whole for the year 1943-44 was 75,575. This figure, the latest available, was lower by 5,600 than the total for the previous year. Occupational groups in public employment receiving training through the facilities and staffs of State boards for vocational educa¬ tion included : Firemen, peace officers, building custodians, school bus drivers, water and sewage plant operators, power plant operators, inspectors for public health and safety, public works officials, correc¬ tional institution officials, and assessors. The consultant advised with the States on the development and fur¬ ther improvement of training programs, conducted instructor-train¬ ing schools to increase teaching personnel available in States, appeared on national and State fire programs, served as chairman of the Na¬ tional Fire Protection Association’s Firemen’s Training Committee, and assisted in the preparation of teaching material for training school bus drivers. Close contact was maintained with various agencies interested in improving the efficiency of public employees; among these agencies were: The American Municipal Association, International Associa¬ tion of Fire Chiefs, International Association of Fire Fighters, Na¬ tional Fire Protection Association, Fire Department Instructors’ Conference, Federal Fire Council, and the International Association of Chiefs of Police. Such groups were kept informed on develop¬ ments in vocational education. At the request of the Office of the Chief of Engineers, Army Service Forces, the consultant served as co-instructor in the first of a series of 30-hour regional fire training schools held at Lafayette, Ind., for instructors in the 5th and 6th Service Commands. 34 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 At the request of the Office of the Chief of Transportation, Army Service Forces, a program of fire instructor training was organized for ports of embarkation on both the Atlantic and Pacific Coasts. Three 80-hour schools were held in Oakland, Calif., and five 80-hour schools were held in New York City. A total of about 180 men were assembled for instruction at these points over a 4-month period. The actual training was done by representatives of the State Boards for Vocational Education in California and New York, respectively. At the request of the Federal Public Housing Authority, arrange¬ ments were made through 26 State boards for vocational education to provide, on request, an average of 10 hours of basic firemen’s train¬ ing to designated personnel on 98 specified housing projects. Occupational Information and Guidance The Occupational Information and Guidance Service in the current year has been faced with new demands from the field. States provid¬ ing specific supervision in Occupational Information and Guidance have increased to 41, as against 34 reported for the previous year. One national conference, participated in by 34 States, reexamined many aspects of the broad field of guidance and formulated statements of national significance as well as patterns of State action.' A second national conference brought more than 50 teacher-training institutions together in a precedent-setting study of training in the guidance field. No fewer than four public and private agencies of national scope were furnished authorship services for publications in the guidance field printed at their own expense. Professional correspondence, consulta¬ tions, and other participation continued at a high level, both as to quantity and as to importance of problems. State Developments and Federal Relationships The following States established supervision during the year: Idaho, Iowa, Kentucky, Minnesota, Nebraska, and New Jersey. The supervisors involved, and others new to their positions, look to this Service for help in the complex problems of beginning their duties. The single field consultant now available cannot meet them all in any 1 year in their own offices. The field consultant, however, visited 26 States, 77 cities, and 15 colleges. He participated in 3 national con¬ ferences, the organization of which he managed, and in 4 regional conferences. Other members of the staff also rendered field service of a kind compatible with their special assignments. In spite of this record, many urgent and legitimate requests had to be refused. State Programs Programs within the respective States show interesting differences, which deserve encouragement. On the other hand, the pooled experi- U. S. OFFICE OF EDUCATION 35 ences of all States tend to reveal faulty practices and, at the same time, establish good procedures rather generally applicable. Two factors have operated this year to capitalize the benefits of a Nation¬ wide program. One is the inclusion for the first time of Section V in the Annual Descriptive Report from the States to the Assistant U. S. Commissioner for Vocational Education. The outline for this section, built around a general consensus as to the activities which a State supervisor should engage in, has the wholesome effect of calling atten¬ tion to a well-rounded concept of a year’s work, as well as encouraging factual and statistical evaluations of the supervisor’s activities. A second factor in this pooling of experiences was the Sixth Na¬ tional Conference held at Traverse City, Mich. This conference en¬ gaged two distinct groups of persons: (1) State supervisors and (2) others invited by them from their own States whose understanding, cooperation, and leadership were important to the development of their programs. The published reports of this conference are in two sections : One is a series of statements from general work committees of the conference on critical questions of principles and practices. The second is a workbook summarizing the supervisor’s conception of the best practices in carrying on State programs. Since the guidance program is essentially of a staff nature, express¬ ing itself in services to the school as a whole and to the individuals enrolled rather than in new workers or additional students, growth is more difficult to express in statistics than for other aspects of educa¬ tion. State reports, however, are beginning to supply figures in such matters as numbers of schools supplying specific guidance services; number of schools, by type, employing full-time or part-time counsel¬ ors; number of courses offered for counselor training and the enroll¬ ments; number of research projects, surveys, follow-up studies, and similar specific accomplishments. The value of a guidance program will continue, however, to lie in the quality of the service rendered, but this is no reason why statistical yardsticks should not be applied to measurable facts. Many States are supplying data showing growth, often of a substantial nature. National figures should soon be obtain¬ able. Professional Developments One emphasis in the professional development of guidance work during the year was that on adult counseling. The community counsel¬ ing experiments sponsored by this Service and reported in the last An¬ nual Report were further developed. They were described in a publi¬ cation written by the staff of the Service and given national circulation through publication by Occupations magazine, both as a special issue of that journal and as a separate pamphlet. These experiments, to¬ gether with others of various sponsorships, were the forerunners dur- 36 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 ing the year, of thousands of local counseling centers with widely varying titles and programs, but with the same general purpose — the advisement of veterans and other adults as to reeducation, retraining, and employment, and such other problems as might appear in con¬ junction with them. This Service was not only indirectly connected with this development through leadership, but members of its staff also served as consultants to various public and private national agencies having more direct jurisdiction. One inevitable outcome was a universal call for training for these counselors of adults. Outlines of training courses, with carefully selected bibliographies, were supplied for State and local use by this Service. Members of the staff conducted or participated in six train¬ ing conferences of a week’s duration each, and many more of shorter terms, in numbers of States. It appears from all the evidence that the impetus given to the use of guidance practices in industrial and military circles during the war will carry over into the postwar era. This impetus wTill influence many communities to provide permanent counseling services for adults. A second area of professional interest and activity stimulated by this Service is that of the content and method of training in guidance practices for teachers and counselors in in-school or college programs. A survey, conducted jointly by the Division of Higher Education and this Service, and issued as Miscellaneous 3162, entitled Offerings in the Fields of Guidance and Personnel Work in Colleges and Univer¬ sities, Summer 19i (J, revealed the present state of training practice. The results indicated heterogeneous terminology, a lag between courses offered and the requirements for the qualifications of counselors by newer standards, and a general lack of professional agreement. This lack of agreement was obviously not based on desirable institutional freedom, but rather on insufficient job analysis of the modern demands on the counselor. Inquiry among the States revealed that many State supervisors were able to interest their training institutions in these problems. As a result, this Service, in cooperation with the Division of Higher Ed¬ ucation, sponsored two conferences, one in Chicago, Ill., and one in Raleigh, N. C., at which more than 50 institutions and 19 States, Puerto Rico, and the District of Columbia were represented. The resulting reports, available to the conferees in duplicated form, have been widely quoted and used. They suggest a required course for all teachers in preparation on the undergraduate level in the principles and practices of a guidance program. They also suggest in some detail the content of a year’s graduate work devised to train coun- U. S. OFFICE OF EDUCATION 37 selors. Reports from the field indicate that numbers of institutions, both of those represented at the conference and others, are reexamin¬ ing their course offerings in the light of the findings of the conferees. Resolutions adopted included one requesting a similar conference the next year, and one requesting that the U. S. Commissioner of Educa¬ tion take steps to make a national survey of the present status and future direction of guidance work. In line with this review of institutional training, the Service has promoted activities of many States in the in-service training of school staffs and supplied a staff leader in 10 or more State meetings. Many opportunities of this sort are being offered for the first time. One new device, successfully developed in Michigan, Pennsylvania, and Missouri, is the cooperative work-training summer course. By this plan, full-time, wage-earning industrial or retailing experience is com¬ bined with class work taught by college instructors, management, and labor. Those who finish these courses are no longer without first-hand experience at wage earning in factory or store in jobs comparable to those of the great majority of nonprofessional workers. The Occupational Information and Guidance Service also has made a survey of the extent of certification requirements by the States for counselors and other guidance workers. During the year, this staff furnished consultant services to 6 States which were revising their present regulations in this respect. A professional development of a different kind has to do with a growing interest as to the* relation of the guidance program to the instructional program and to the administrative and supervisory as¬ pects of the school. Evidence of this nature is noticeable in California, Michigan, Georgia, and North Carolina, among other States. The idea that the guidance program finishes its duty when it has supplied good counseling to individuals enrolled in a school is being questioned. Should a student be led to make up his mind wisely as a result of expert counsel to seek education and training on a certain level and for a certain purpose, and then be faced with school offerings in no way related to his abilities or his probable place in the community? Should a school remain unaffected, if facts revealed in the guidance program show that only 10 percent of its graduates go to college, although 80 percent of its courses are college preparatory? Should an administrator make up his schedule based on the courses tradition demands that he teach, after his guidance department has advised him of the individual differences of many of his pupils which make it clear they cannot or should not learn these courses ? Should the guidance program of the school make pupils acutely aware of occupational facts, 38 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 194 5 and the school continue to train for jobs which do not exist or exist for only a small minority? Questions such as these are appearing in various places with growing frequency. The professional inference is clear : Counseling the indi¬ vidual is one duty ; adapting continuously the offerings of the school through action of the administrator and the teachers to make counsel- © ing results effective is a duty equally imperative. Can the guidance program function in such a way that the administrator and his staff may employ it to advantage in making the school fit better both student and community? What effect this question may have upon future preparation of all school personnel is a lively professional problem. It certainly enlarges the scope of investigation of guidance practices and their implications for curriculum development. The Service as a National Resource in the Guidance Field Many agencies which have guidance related projects in prospect turn to this Service for assistance. Perhaps the most important assistance given during the year was to the National League of Nursing Education, which, in conjunction with the principal professional nurs¬ ing organizations and the U. S. Public Health Service, desired to stimulate and improve the guidance programs in schools of nursing which have already organized them, and to establish such programs in all other institutions. The request that a member of the staff of this Service write the bulletin involved, and the cooperation which devel¬ oped among the many agencies and individuals as the project moved forward, would seem to be evidence of the value of such services. Joint authorship was also developed with : the Bureau of Labor Statistics, U. S. Department of Labor; the Bureau of Training, War Manpower Commission; the National Vocational Guidance Associa¬ tion; and the Division of Higher Education of this Office. Vocational Aspects of the Program The relationship of this Service to the Vocational Division, and the inherent importance of occupational facts in guidance work, have resulted, both in general services to vocational education and in many special contributions. Within the Office, every other vocational service has received some specific assistance, which included such items as the preparation of a bibliography, the writing of a chapter in a publication, consulta¬ tion with staff, and participation in six or seven regional conferences. The American Vocational Association has called upon this Service to review manuscripts, to take part in its programs, and to aid in the development of its guidance activities. On the State level, super¬ visors have been encouraged and assisted in making their programs U. S. OFFICE OF EDUCATION 39 function to help both the other State vocational services and local departments. Perhaps the most notable service to vocational education of the year was the study resulting in Vocational Division Bulletin 232, Selection of Students for Vocational Training . With the coopera¬ tion of State directors of vocational education, 170 vocational schools in 34 States, Hawaii, Puerto Rico, and the District of Columbia pro¬ vided material for a thorough study of methods of selection of voca¬ tional students, the relation of these methods to guidance practices, and potential improvements in selection based on guidance practices. Miscellaneous Activities A staff member spent a week with the Southern States Work Con¬ ference, and aided that group in producing a comprehensive state¬ ment on guidance. Again, a staff member was chairman of the guidance section of the week’s conference called by the National Education Association, which issued an authoritative report on Edu¬ cational Programs for Veterans. Continuous committee work was done with projects sponsored by the Retraining and Reemployment Administration, the Children’s Bureau, and the District of Columbia Committee on Counseling for Veterans and War Workers. Perma¬ nent arrangements for close cooperation between the U. S. Employ¬ ment Service and this Service were set up as the approaching post¬ war period gave evidence of new problems between schools and place¬ ment agencies when young people enter the labor market. Staff mem¬ bers have supplied many articles to magazines such as the School Executive , Management Review , American Library Association Booklist , and Occupations. One member supplied a chapter on “Edu¬ cational and Vocational Information” for the Annual Review of Educational Research . Several wrote special articles for a forthcom¬ ing Encyclopedia of Vocational Guidance. Numerous bibliographies were issued. Postwar Planning The committee appointed to study vocational training problems in the postwar years concluded its work during the year and submitted a report which was examined by two large representative groups — a reviewing committee and a consulting committee. All comments, suggestions, and recommendations made by the members of these groups were considered at a 2-day meeting of the consulting com¬ mittee held in Washington in the spring. As the fiscal year closed, the final report was in preparation for publication and will be off the press later under the title, V ocational Education in the Years Ahead. 40 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 Table 7. — Funds available for allotment to States from Smith-Hughes and George - Deen Acts, fiscal year ending June 30, 1945 Purpose Smith-Hughes Act George-Deen Act Total . . . . . . .. . . . i $7, 285, 122. 03 » $14, 483, 000. 00 Agricultural education _ _ _ . _ _ 3, 058, 452. 99 2 3, 111, 913. 15 4, 066, 465. 00 4, 056, 857. 50 4, 051, 677. 50 1, 254, 000. 00 1, 054, 000. 00 Trade and industrial education Home economics education _ _ _ . . . . . . Distributive occupations _ - _ _ Teacher training _ _ - _ 1,114, 755. 89 1 Includes appropriation for Hawaii and Puerto Rico under separate authorizing Acts. Total appro¬ priation Smith-Hughes Act, $7,167,000; Hawaii, $30,000; Puerto Rico, $105,000. 2 Allotment for home economics included in trade and industrial allotment, not to exceed 20 percent for home economics. 2 Allotments to the States are made on the basis of this amount as authorized in the Act. Actual appro¬ priation for fiscal year 1945, $14,200,000. School Administration The emphasis on war-connected activities of the staff in school administration continued throughout the year. Two members of the staff assisted State and local school officials in meeting war-created needs in the fields of pupil transportation and school facilities. In State school organization and administration the emphasis was re¬ flected in the recognition of the need for and the encouragement of the creation of over-all State educational machinery to administer present and future Federal programs affecting education, such as the disposal of surplus war property by the Federal Government to educational institutions and possible Federal subsidies to States for general edu¬ cational purposes. State and national legislative activity, particularly heavy dur¬ ing the year, resulted in the passage of many acts affecting educa¬ tion. This activity brought increased calls on the Office for informa¬ tion and advice on pending legislation. Staff members were assigned to maintain liaison with the Office of Defense Transportation on problems in pupil transportation services arising in connection with the conservation program; the Federal Works Agency on school administration and other problems in school systems in war areas; the War Production Board on the salvage drive in schools and on the effects of wartime restrictions and preference ratings; and the Surplus Property Board on problems of utilization and disposal of surplus property to educational institutions. As members and chairmen of designated committees, the staff par¬ ticipated in : 1. Developing school furniture types and standards (with educational and manufacturing groups) ; U. S. OFFICE OF EDUCATION 41 2. Formulating proposals for the utilization of surplus war property appropriate for educational use ; and 3. Outlining designated problems for study during the current year by the Study Commission on State Educational Problems of the National Council of Chief State School Officers. Consultative field services were provided upon request in 25 States on school administration problems. In addition, members of the staff attended or directed conferences of State and local school officials on problems in school administration in Washington, D. C., Lafayette, Ind. ; Baltimore, Md. ; New York, N. Y. ; Philadelphia, Pa.; Nash¬ ville, Tenn. ; and Williamsburg, Va. Regional conferences on school transportation were held in Birmingham, Ala.; Sacramento, Calif.; Denver, Colo.; Atlanta, Ga.; Boston, Mass.; St. Louis, Mo.; and St. Paul, Minn. The staff contributed articles on school law, school buildings, and pupil transportation to a number of educational journals. Studies completed during the year were: Federal Government Ex¬ penditures for Education, 1943-44 (Leaflet No. 76) ; School Finance (Good Reference Bibliography No. 75) ; and The Local Board of Edu¬ cation (Good Reference Bibliography No. 76). The following studies were in progress: State Plans for Financing Education; Legal Provisions Affecting the International Exchange of Teachers; Summary of Legislation Enacted by the 79th Congress, First Session, Affecting Education; Codification and Improvement of State Laws Relating to Education ; Planning the School Plant ; and a Study of Pupil Transportation, covering State and local responsi¬ bility, legal basis, financing, records and reports, selection and training of school bus drivers, standards, ownership, insurance, bus mainte¬ nance, and purchasing procedures for bus equipment and supplies. Considerable time of specialists was devoted to correspondence and personal interviews with State and local school officials, representatives of Federal agencies, and national associations and organizations on surplus property for educational institutions, school legislation, local school unit organization, pupil transportation, school facilities in war areas, problems of State educational organization, problems of local school board organization and functions, school plant problems, and school finance. School Transportation in Wartime The cooperative program between the Office of Education, the Office of Defense Transportation, and State departments of education con¬ cerned with conservation of school transportation was terminated at the close of the fiscal year 1945, when funds through the Office of De¬ fense Transportation, for the employment of a specialist in school transportation, were no longer available. 42 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 As its part in the program during the 3-year period the Office ren¬ dered the following types of service : 1. Through a series of memoranda States were kept informed on the latest developments in connection with the transportation program, including orders and regulations of Federal agencies, shortages in transporta¬ tion equipment and supplies, and various procedures developed, both by Federal agencies and by other State departments of education. 2. Consultative and advisory services were furnished State departments of education in connection with State transportation surveys, State plans and procedures for conservation of transportation equipment, and the interpretation of policies and regulations of Federal agencies. In this connection three series of regional conferences were called to discuss problems related to the program. An average of 75 persons representing an average of 40 States attended each of these series. In addition, approximately 65 visits were made to State departments of education by the Office specialist to discuss individual State problems. 8. Consultative and advisory services were provided to Federal agencies in connection with the development of policies and regulations that affected pupil transportation and supplied to them such information as was necessary to assist them in their efforts to provide and allot transportation equipment and supplies. Following are some brief examples of progress in achieving conser¬ vation in school transportation : Only those States which were already effectively routing school busses failed to make a marked reduction in mileage, and even these were able to eliminate some mileage. Pro¬ grams for the maintenance of equipment were so effective that only scattered cases of children being absent from school because of the failure of transportation equipment were reported. States prepared plans for the distribution of available new equipment to localities where it was urgently needed. Several States inaugurated programs for recruiting and training either or both school bus drivers and school bus mechanics. There is little doubt that the cooperative pro¬ gram, the need for which was recognized early in the war, prevented a serious breakdown in school transportation. General Instructional Services Among requests received for various kinds of services, a large per¬ centage related to war problems or to proposals for changes in educa¬ tional programs that were suggested by war conditions. For example, requests for services to improve programs in nutrition education, to improve opportunities for dental services to children, to change the trend in high-school enrollment from a decreasing one to an increas¬ ing one, to expand secondary school opportunities so as to serve a broader range of needs, to provide more generally opportunities for children under the age of 6, to provide an adequate supply of textbooks during the shortage of paper to meet the needs of school children, to U. S. OFFICE OF EDUCATION 43 enlarge and improve instruction in the natural sciences for their appli¬ cation to present-day situations, to provide suitable school-work pro¬ grams. The work of the year, therefore, represents an attempt to maintain a balanced program that included consideration of problems immediately pressing and those that need regular and continuous attention in accordance with the fundamental purpose for which the Office was established. Improvement of Instruction Attendance and participation in workshops and conferences held considerable importance during the year. The specialist in elemen¬ tary education was co-director and responsible for the preparation of a report of a workshop on nutrition education held at the Indiana State Teachers College, Terre Haute, Ind. This report, together with a picture-story summary, was given wide distribution. The specialist also conducted a conference on current problems in elemen¬ tary education held by this Office in cooperation with the Wisconsin State Department of Education at Madison. The conference was composed of representatives from nine mid-western States. A con¬ ference report was published in Education for Victory, and was distributed to all State elementary school supervisors. Other con¬ ferences to which the elementary school specialists contributed included the National League College (representatives of classroom teachers from major cities) which was held at Pennsylvania State College, the Chicago Reading Conference for which two papers were submitted, the Gatlinburg Conference on Resource-Use Educa¬ tion attended by representatives from 12 southern States, conference on Elementary Education at Ohio University, a workshop on Ele¬ mentary Education at Emory University, Atlanta, Ga., and a State¬ wide conference of elementary supervisors at the University of Alabama. Workshops and institutes are one of the most effective means of in-service as well as pre-service training for the education of excep¬ tional children. The specialist in this phase of education participated in five such institutes held at New Haven State Teachers College, New Haven, Conn.; Indiana State Teachers College, Terre Haute, Ind.; George Peabody College for Teachers, Nashville, Tenn. ; Tennesse Agricultural and Industrial State College also in Nashville; and at Memphis State College, Memphis. Three manuscripts and eight articles relating to the education of exceptional children were com¬ pleted for publication. The specialist in rural education assisted in planning and organiz¬ ing the White House Conference on Rural Education and in prepar¬ ing for publication its findings and recommendations. This repre- 44 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 sented 272 pages of printed materials, issued by the National Education Association which sponsored the conference. War conditions and apparent post-war situations present many problems in the improvement of instruction for Negroes. The spe¬ cialist in this phase of education conducted a conference called by the Commissioner of Education in Washington on Educational Implica¬ tions of Army Data and Experiences of Negro Veterans and War Workers. He prepared a report on this conference to serve as a guide for teachers, counselors, and others concerned with educational pro¬ grams for Negro veterans and war workers. The report is to be published. The specialist also prepared a manuscript which was pub¬ lished this year on Education of Teachers for Improving Majority- Minority Relationships. This specialist also prepared for publication articles on Neglected Areas of Adult Education of Negroes, Teacher- Training Programs, and Office of Education Services for Negroes. Expansion of School Services The interruption of the educational program of many youth by war conditions has created a serious problem in the continuation of their education. It is apparent that this group will need some differ¬ ent types of both programs and organization of instruction from that which formerly has existed for pupils in the all-day high school. A study has been undertaken of Expanded School Services for Young People .of Secondary-School Age and the Years Immediately Follow¬ ing. In carrying out this purpose a list was developed of apparent problems that schools would need to face in providing these young people with adequate and proper educational opportunities on the secondary school level. The Commissioner called together a small group of persons outstanding in the field of secondary education for the discussion of the problems listed and of ways and means for meet¬ ing them. Members from the staff, together with an Office committee for the purpose, developed the list of general problems into detailed specific problems, compiled much background information bearing upon the problems, and pointed out sound principles in education that should receive consideration in planning for such expanded school services. Copies of the material were sent to State departments of education, some teacher-training institutions, and a few persons in the field of secondary school administration. These persons have been asked to review and make suggestions on the mimeographed manu¬ script that will enable this Office to produce a publication on the subject. The war has also emphasized the problem of expanding school ar¬ rangements to create a broader area of activities to be included for con¬ sideration in the development of educational programs. A special phase of such problems is to be found in opportunities provided by U. S. OFFICE OF EDUCATION 45 schools for pupils to attend school part time and to work part time dur¬ ing school hours. The specialist in secondary education has collected information on a number of school-work programs and reported them in a series of articles in Education for Victory. From this stage the Office has gone forward with a joint study with the Children’s Bureau, Department of Labor, of school-work programs as found in a number of cities. Visits have been made to a few cities for this pur¬ pose and more are planned for this year. It is the expectation that a joint publication of the two agencies concerned will be issued deal¬ ing with such questions as the various types of arrangements that are now in existence for releasing pupils from school to work part time, plans for supervising such programs, the extent of such programs, and essential features for the success of such school -work arrangements. Wartime concern for the school-care of children below compulsory and permissive school ages has increased the number and variety of requests for information and counseling services, especially with re¬ spect to related State and Federal legislation and procedures for initiating, organizing, equipping, and safeguarding the standards for nursery schools and kindergartens. The specialist in nursery-kinder¬ garten-primary education has rendered services and published ma¬ terials upon the expansion of school facilities for younger children. Theses materials related to school organization, physical plants, in¬ structional programs, innovations and developments in curriculum materials, and in-service teacher education. There is in preparation a study of the status of schools for children under 6 years of age. Pupil Personnel Services During the year a 200-page bulletin on School Census, Compulsory Education, Child Labor was published. This study gives in consid¬ erable detail State regulations relative to taking the school census, compilation of reports on the census, and the use made of the census. It provides a wealth of information relative to the forms used and the items included for the enumeration of children of school age in the various States. It also deals with legal and other State regulations relating to the compulsory attendance of pupils. It provides infor¬ mation on compulsory school age. the records that are kept on indi¬ vidual pupils, ways of securing attendance, the appointment of at¬ tendance officers, and the enforcement of compulsory school regu¬ lations. It is a handbook for those who are interested in the enumera¬ tion of school children, their school attendance, and prohibitions on their employment. The specialist in tests and measurements prepared a report of a national committee, appoined by this Office, on cumulative records. The report was issued as a bulletin of this Office. The study presents on a national basis information on the extent of the use of cumulative 46 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 records and includes consideration of the types of records used and the use that can be made by schools of information on such records. Through an agreement with the War Department, the specialist in tests and measurements made arrangements for the adoption, dupli¬ cation, and administration of 13 aptitude tests which were developed by the Army. As a result these tests were given to approximately 500 students in 6 different school systems of the country. The results of this experiment are now being compiled. From time to time the division has issued statements on the number of youth of school age not attending school. The specialist in rural education assisted in the preparation of material for publication on comparable statistics of urban and rural schools. Cooperation With Other Agencies During the year members of the staff have cooperated with nu¬ merous agencies for the furtherance of educational projects. The work of the specialist in nursery-kindergarten-primary education in¬ cluded cooperation with representatives of the following war agen¬ cies: United Nations Relief and Rehabilitation Association, Office of Civilian Defense, Office of War Information, and with the Federal Housing Administration; with representatives of the British and Canadian Information Services, and of several of the legations to whom materials were sent for their nationals. Services include as¬ sembling of materials related to principles of education, housing, equipment and program of schools, teacher education, community- school cooperation; assistance in planning school visiting itinera; assembling an exhibit of teaching materials for Mexico City, and the placing of visiting students from Australia and other American Re¬ publics. This specialist participated in the Duval County (Fla.) Education Conference and rendered consultative services to the mem¬ bers of the Association for Childhood Education of that county rela¬ tive to the organization of a children’s museum, and assisted elementary principals in planning for the organization of the primary -unit plan to eliminate pupil failure. The specialist prepared a report to the National Association for Childhood Education Committee on Termi¬ nology, concerned with the beginning grades of the public schools. The specialist in Negro education participated in or served as consultant for the following : White House Conference on Rural Edu¬ cation ; Commission on Higher Education of the Association of Col¬ leges and Secondary Schools for Negroes; National Education Association Work- Conference on Educational Programs for Veterans ; Children’s Bureau Conference on Our Children Now and in the Post- War World; Hampton Institute Curriculum Organization. The specialist in rural education planned and organized details of a conference called by the Commissioner to bring about greater unity U. S. OFFICE OF EDUCATION 47 of understanding among various organizations sponsoring Federal legislation relating to education ; served as a member of Cooperating Committee on School Lunches, and as a member of the Office Nutrition Education Committee. The specialist in parent education rendered services to several na¬ tional organizations which are concerned with more adequate provi¬ sions than now exist for young children and their families. Assist¬ ance was given in planning programs, in conducting joint projects, in committee work, and in providing materials and information on State and local programs for young children. Included among organizations to which services were rendered are: Association for Childhood Education, National Association for Nursery Education, Elementary School Principals Association of the National Education Association, American Association of University Women, National Congress of Parents and Teachers, Child Welfare League of America, Federation of Women’s Clubs. The specialist in secondary education continued his cooperation with the American Dental Association and the U. S. Public Health Service in bringing about improvement of dental health among high- school pupils. During the year a request was sent to chief State school officers for the names of schools and school systems that are outstanding in their dental programs. The canvass of these schools has resulted in the assembling of reports from 32 schools and school systems. Descriptive statements regarding them have been prepared and will be published in forthcoming issues of School Life. In cooperation with OWI a description of typical high-school conditions was planned for circulation in foreign countries. Assistance was given during the year to the National Committee on Coordination in Secondary Education and the Cooperative Study of Secondary School Standards. As in earlier years the specialist in secondary education served as secretary of these two organizations. The specialist in elementary education served on a committee to produce a chapter for the Yearbook of the Department of Elementary School Principals, the Inter-Agency Committee on School Lunches, and the Survey Committee for the Georgia School for the Deaf. The Office of Education and the Children’s Bureau jointly sponsored a Go-to-School Drive to secure the attendance at school either on a full- or part-time basis of youth of school age. The Commissioner called upon State and local superintendents of schools to stimulate a “Go-To-School” movement. Printed and other forms of appro¬ priate materials for this purpose were issued. The specialist in the education of exceptional children, at the re¬ quest of the member for China of the UNRRA Council, drew up recommendations for the organization of centers in China for various types of exceptional children. This specialist also assisted the War 48 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 19 45 Relocation Authority in its consideration of plans for meeting the needs of handicapped pupils in its schools. At the request of the superintendent the Office specialist spent several days at the WRA center located at Rohwer (Ark.) and made recommendations to both the local superintendent and to the director of education of the WRA regarding modifications in their educational programs for this pur¬ pose. This specialist also directed an educational survey, in coopera¬ tion with certain State agencies, of the Georgia School for the Deaf,, and a report is in preparation. At the request of the Public Health Service the specialist assisted in an educational survey of the Georgia Training School for Mental Defectives. Recommendations were made to the Georgia State Department of Public Welfare. The specialist rendered services as: National chairman of the Committee on the' Exceptional Child of the National Congress of Parents and Teachers;: member of the National Society for Crippled Children; International Council for Exceptional Children; American Association on Mental Deficiency ; and the American Society for the Hard of Hearing. The plight of school children in the occupied countries of Europe' attracted widespread interest in the United States. In order to- contribute toward the alleviation of this situation, the American Junior Red Cross decided to supply a limited amount of materials: that would be of interest and use, and through the proper European agencies, distribute them when possible to these children. For this: purpose the Junior Red Cross sought the cooperation of this Office.. A memorandum of understanding was drawn in accordance with which the Commissioner issued an appeal to all State superintend¬ ents of schools to support the undertaking and calling their atten¬ tion to the fact that the Junior Red Cross was in a unique position: to carry on this type of work. Details of this plan were given wide; publicity through Education for Victory. Availability of textbooks to meet the need of school children re¬ quired an investigation in order to provide information to guide* the War Production Board in its allotments of paper to textbook publishers. At the request of that board an inquiry on this question: was sent to all State departments of education and to a number of local school superintendents in different parts of the Nation. The returns were compiled and furnished the War Production Board, and copies sent to the American Textbook Publishers Institute. Rep¬ resentatives of this Office on request of the War Production Board attended hearings on appeals of textbook publishers for additional allotments of paper. At the request of the Special Devices Division of the Navy the' Office of Education cooperated in a plan whereby the Navy, with the asistance of this Office, would prepare a bulletin on Terrain Model Building for use in schools. The Office arranged for the proposed U. S. OFFICE OF EDUCATION 49 bulletin in manuscript form to be tried out experimentally in the Calvin Coolidge High School of Washington, D. C. This has been done and the manuscript is being issued as a joint publication of the Navy and the Office of Education. A member of the staff served as chairman of the Committee on Industrial Arts to prepare a chapter on objectives and measurement techniques in that area of education for the Yearbook of the Na¬ tional Society for the Study of Education. This specialist also served as a member of: The Planning Committee, Division of Administration and Supervision, National Vocational Guidance Association; the In¬ dustrial Arts Policy and Planning Committee of the American Voca¬ tional Association, Inc.; the Committee on Standards of Attainment in Industrial Arts Teaching, also of the A. V. A.; Advisory Com¬ mittee on School- AVork Programs of the National Child Labor Committee. Physical Education and Health Activities The staff of the Division of Physical Education and Health Activi¬ ties concentrated its efforts upon problems in the areas of health, phy¬ sical education, social hygiene, and physical fitness. One specialist was assigned by the Committee on Physical Fitness of the Federal Security Agency, and one was assigned by the U. S. Public Health Service to work in this Division on programs for schools and col¬ leges. These specialists supplemented the services of the regular health consultant of the Office. Only one member of this personnel was employed throughout the entire year. Three persons, serving a total of 25 months of duty, constituted the staff of the Division. The members of the Division staff provided leadership and serv¬ ices for a total of 8 workshops and more than 35 conferences in a total of 34 States and the Dominion of Canada, and served on many national committees, aiding in the preparation of reports and recom¬ mendations for social hygiene, health, and physical education programs. The Office of Education called a meeting of national leaders to study the problems of social hygiene education. This group pre¬ pared a conference report on present programs, needs, and recom¬ mendations for the future. In addition to the social hygiene con¬ ference report, the following documents were prepared by members of the staff : More Firepower for Health Education , Bulletin 1945, No. 2; “A Statement of the Health Needs for School-Age Children and Recommendations for Implementation,” a subcommittee report of a governmental inter-agency committee on school health programs ; bibliographies for teachers, pupils, and lay groups in social hygiene education; as well as articles published in professional journals. 50 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 19 45 A functional, cooperative arrangement to secure coordination of the health education activities carried on by Federal agencies was developed during the year. A subcommittee composed of represen¬ tatives of the governmental agencies concerned prepared a report recommending that an official coordinating committee representative of the Children’s Bureau of the U. S. Department of Labor, the U. S. Public Health Service, and the U. S. Office of Education be appointed. The recommendation was presented to the Chief of the Children’s Bureau, the Surgeon General, and the Commissioner of Education; and the official coordinating committee has been appointed and is now functioning. A representative of the staff served as a member of a team of na¬ tionally known leaders in public health and education to meet with State health and education leaders in a series of meetings — nine in six States — sponsored jointly by the American Public Health Asso¬ ciation and State health education and welfare groups. Although these meetings were usually sponsored by members of the public health profession, the program emphasized health education in schools. The Division has worked closely with the Children’s Bureau, the U. S. Public Health Service, the War Production Board Committee on Physical Fitness, the Bed Cross, the American Association for Health, Physical Education, and Becreation — a department of the National Education Association, and the American Public Health Association as well as with a large number of professional and lay organizations. Statistics The Statistical Division, with its small staff, cut its program to the basic periodic chapters of the Biennial Survey of Education, annual circulars, and certain war connected studies. It cooperated with the Education Committee of the House of Bepresentatives in the study of the Effect of Certain War Activities Upon Colleges and Universities (79th Congress, 1st Session, House Beport No. 214) , and it again made a survey in October of the effects of the war upon public schools, which was published in Education for Victory. Work was finished on the Biennial Survey of Education for 1940-42 and the Statistical Summary of Education completed for publication. The chapter on Statistics of City School Systems for 1939-40, previ¬ ously held from printing due to insufficient printing funds, was com¬ bined with the similar chapter for 1941-42 within the pages usually taken for one chapter. The 1940-41 chapter on Nonpublic Elementary and Secondary Schools, also previously held for the same reason, was U. S. OFFICE OF EDUCATION 51 sent to the printer. Because of war conditions none of the previously delayed studies was undertaken during this period. Materials for the State, city, and higher education chapters of the Biennial Survey of Education, 1942-44 were sent out, field work follow-up done in 38 States, and editing started on the report forms. The annual studies of Expenditures Per Pupil in City Schools and Statistics of Land-Grant Colleges were processed in circular form. A much delayed but greatly needed study of College Salaries for 1941-42 was finished and issued in limited quantity — 300 copies instead of the usual 2,500 — due to wartime restrictions on the use of paper. The quadrennial summary of Statistics of Schools in Urban and Rural Areas for 1938-40 and 1940-42 was processed as a circular. The list of over 22,000 accredited secondary schools was revised and brought up to date. In its function as a clearinghouse of information on basic educational statistics in all fields, especially on a national level, the Division con¬ tinued to supply information by telephone, letters, and personal con¬ ference to other Government agencies, the educational profession, business, and the general public. Work was begun in cooperation with the Bureau of the Budget, Bureau of Labor Statistics, and the Governments Division of the Bureau of the Census in adapting the scientific sample used for the Quarterly Survey of Public Employment to obtain data on school employment previously omitted from the Survey. The Statistical Division was also included with similar divisions from a number of other interested Government offices in an inter¬ departmental committee studying the work of the Government Divi¬ sion of the Bureau of the Census under the leadership of the Bureau of the Budget. Activities of the U. S. Office of Education library were directed toward serving its usual clientele of the Office specialists, research workers and other Government agencies. While major emphasis has been placed on acquiring materials on postwar planning, education of returning veterans, war training programs, and other war-related subjects, maintenance of an adequate collection in the usual fields of interest also received attention. Many war agencies in the Govern¬ ment made continuous use of the Library’s resources and services. At the beginning of the war they recognized the significance of the collections of psychological and educational periodicals, college cata¬ logs, courses of study, textbooks and documents, in expediting their research. Library resources in a modern war are truly military re- 52 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 sources and by making these publications readily available to the Army, Navy, and other war agencies, the Library has made a definite contribution to the war effort. Acquisitions and Cataloging The Library during the year received by purchase, gift, or exchange, some 10,000 publications. These included most of the current mate¬ rials on general education, vocational education, and related subjects, as well as selected older items needed to complete the historical re¬ sources of the Library. Publishers gave many textbooks, and other professional, technical, and scientific works. Fewer foreign publica¬ tions were received since, due to the war, many serial and monographic publications of foreign governments have been suspended or appear irregularly. Cataloging procedures were speeded up to make books available quickly; and subject headings and classification were kept up to date. Three hundred ninety -five volumes of Office publications and edu¬ cational periodicals were sent to the bindery at the close of the year. Because of wartime restrictions binding was suspended in 1943 and 1944 with the result that a large accumulation of publications awaits binding as soon as sufficient funds become available. Reference and Loan Service Work of the reference and loan service did not differ significantly from that of previous years. In March 1945, however, two new proj¬ ects were developed that greatly stimulated circulation of books to the Office staff. They were the New Booh List and the weekly book counter held in Temporary Building M. The New Booh List , dis¬ tributed twice a month, brings to the specialists’ attention additions to the Library’s collection. Located as it is in a building considerable distance from the Office headquarters in a temporary building, the Library has not been conveniently accessible and much time is con¬ sumed in transportation. The book counter represents another step towards helping the regular Office staff conserve time. The Library staff selects books in various fields of interest and one day each week it brings the book counter to the Office headquarters. It served from 75 to 100 staff members each book-counter day. Bibliographical Services The following annotated bibliographies were issued : Planning for Post-War Education in the United States , Compulsory Military. Training , and quarterly contributions to Post-War Problems: A Cur¬ rent List of U. S. Government Publications. An annotated list of new books and pamphlets was compiled semimonthly for publication in Education for Victory and Higher Education. Bibliographical assistance was given through letters, telephone calls, and conferences. U. S. OFFICE OF EDUCATION 53 Data were collected for the Bibliography of Resea/t'ch Studies in Education. Although publication was suspended for the duration, the material may be consulted by research workers. The Library received 365 theses from 72 institutions, making 6,474 theses avail¬ able for loan. Curriculum materials were increased by the addition of 675 recent courses of study, which have been classified and in¬ dexed. Information about theses and courses of study was made available to research workers by compilation of special bibliographies and by listings in Education for Victory. Administration A more functional and effective grouping of related activities was achieved by transferring Acquisitions to the Catalog Division and placing all technical processing under the supervision of the head cataloger. For the same reason, maintenance of the Serial Record (including periodicals, Government documents and college catalogs) was included in the duties of the Acquisitions Section. The Public Library specialist acted as librarian for the first 6-month period; then, since a librarian still had not been appointed, the Assistant Commissioner assumed the executive duties of that position. Service , Accessions (not including duplicates) _ 10,000 Volumes cataloged _ — 6, 415 Cards filed in card catalog _ 34, 219 Volumes bound _ 395 Books loaned _ _ 9, 962 Theses loaned _ 469 Interlibrary loans _ 2, 710 Reading-room attendance _ 8, 220 Books used in the reading room _ 26, 149 Telephone reference calls _ _ _ 7, 118 Service To Libraries In considering the activities of the Library Service Division, it is well to keep in mind that ( 1 ) the unit is not a library, but an agency for assisting in the extension and improvement of library facilities throughout the Nation; and (2) it was established to serve all types of libraries — public, school, college, and special. Modern libraries, whether parts of schools or colleges or independent institutions such as most of the public library systems, are essential agencies in the educational program of the Nation, and it is the ptirpose of the Li¬ brary Service Division to aid them at the Federal level in their per¬ formance of this function. 54 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 Consultative Services Advisory service either in the form of consultations in the Office or participation in in-service training institutes in the field, consti¬ tutes an important method of assistance. As a part of this program, the specialist in school libraries assisted in the plans for a library in a school for returned veterans built by an industrial plant. The school is being studied by representatives of foreign governments for possible duplication in their own countries. Assistance was also given in planning the equipment and book stock for a modern voca¬ tional school for girls which will be used to demonstrate the impor¬ tance of effective library service. Advisory services on postwar library building plans were extended by the public library specialist as a consultant and correspondent of architects and trustees representing community libraries in several States, and of college authorities planning to expand campus library services. The specialist in school libraries, in cooperation with the specialist in public libraries in New York State, conducted a 5-day library insti¬ tute at Emporia, Kans., for the Kansas Library Association and the Kansas State Teachers College at Emporia. She also conducted re¬ gional meetings of Vermont librarians at St. Albans and at St. Johns- burg for the Vermont Free Public Library Commission. State library leaders recognize the importance of in-service insti¬ tutes for librarians and are anxious to obtain assistance from the Division in organizing and conducting this type of training. The present staff cannot care for the requests which are coming to the Division for this Service. Assistance to Government Agencies Typical of assistance to other Government agencies was that ex¬ tended to the Department of State in its Nation-wide publicity on the United Nations Conference in San Francisco and to the War Food Administration in its information campaigns. In both instances public and school libraries served as major channels for the distribu¬ tion of Government information, and the cooperation of State library agencies was secured to effect as complete local coverage as possible. A member of the Division served on the Library Advisory Council of Joint Army and Navy Committee on Recreation and Welfare, ap¬ pointed by the Secretary of War and the Secretary of the Navy. This council acts as an advisory group to the library services of the armed forces, when requested, on problems involving the development of library facilities and on plans for operation in the peacetime estab¬ lishment. U. S. OFFICE OF EDUCATION 55 Statistics on Libraries The study, Statistics of Public-School Libraries, 19Jjl-J$ was com¬ pleted and sent to the printer, and the second Nation-wide collection of public library statistics in the new series developed by the Library Service Division was begun. During the year, several important uses were reported of statistics compiled by the Library Service Division. These data furnished the basis for much of an extensive report on postAvar planning for college and university libraries made by a national committee. They were also the foundation of a study of junior college libraries which ap¬ peared in the Junior College Journal for December 1944. The public- school library data have been used in several States in justification for the establishment of the position of State Supervisor of School Libraries. Information to Libraries The regular bi-weekly department of Education for Victory en¬ titled “Libraries and the War,” continued to serve as a clearinghouse of wartime news and activities of individual libraries and library organizations, and represented a responsibility of the public library specialist, assisted by other specialists in the Division. Throughout the war the column was based on data from official sources and mate¬ rial was chosen either for its significance as a pattern of wartime serv¬ ice for libraries in general, or for its importance as library news useful to teachers and librarians. Latin- American Exhibit Project The Latin-American exhibit project begun in 1941 by the Library Service Division with a grant from the Office of Inter-American Affairs concluded another year’s service. Exhibits were used by approxi¬ mately 2,000,000 students in more than 10,000 educational institutions during the period of the operation of the project, which is now being liquidated because further funds are not available. Comments from the field indicate that the purpose of the exhibits, to promote a better understanding of the Americas through the effective presentation of teaching materials, has been realized. To quote some typical statements from the users of these exhibitions : The exhibits have been a great help to us. You will be glad to know that the interest and desire for further study of the countries south of us has resulted in a change of curriculum in the social studies set up for the school year 1945-46. For the first time since my teaching career our schools will study the above-mentioned countries for a semester and the European countries for a semester. Previous to this, Europe and Asia were studied during the year. ( From a teacher in an elementary public school in an Eastern State.) 56 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 I feel that the study of other countries in the schools where teaehers have seen this exhibit will be enriched through securing a greater variety of materials. This exhibit has not only been a contribution in learning more about the manners and customs and people in the Latin- American countries but suggests enrichment for study of other countries. ( From a workshop for teacher-training in the South.) Surplus Property for Libraries As the end of the war approached, the Library Service Division be¬ gan to give increasing attention to the problem of surplus property for libraries. In the fall of 1944, the American Library Association was asked to send representatives to consider the general problem, and to assist the Commissioner in making recommendations to the Surplus Property Board regarding policies and procedures for the disposal of surplus property to libraries as educational institutions. Since that time the Division has represented library interests at numerous con¬ ferences to formulate policies and procedures. Comparative Education Providing Current Information Through the section on “News from Abroad” in Education for Victory, the Comparative Education Division has continued its effort to give a current picture of significant developments in the field of international education. Among the articles prepared were reports on literacy and illiteracy in the various countries of the world, student and teacher exchanges between the United States and Great Britain, the International Bureau of Education and postwar reconstruction, and reviews of recent publications on education in other countries. Preparing Basic Studies The preparation of basic studies on education in Central and South American countries, begun in the fall of 1943 under the sponsorship of the Interdepartmental Committee on Cultural and Scientific Co¬ operation of the Department of State, has continued throughout the year. F our Office of Education specialists traveled in several Central and South American countries to gather data first-hand on the educa¬ tional systems of these .• countries. During the year field work was completed in Paraguay, Colombia, Peru, Chile, Ecuador, Guatemala, and Brazil. The reports on education in each of these countries except Guatemala, and on education in the Dominican Republic, Uruguay, and Costa Rica, for which field work was completed last year, are in various stages of preparation ranging from that on Education in Chile , which is in the process of being printed, to that on Education m Ecuador , for which the first draft is being written. U. S. OFFICE OF EDUCATION 57 Arranging Internships for Foreign Students In collaboration with the Division of Cultural Cooperation of the Department of State two Chinese graduate students, one from the University of Pennsylvania, the other from Columbia University, served as internes in the Office of Education between 3 and 4 months each. Arrangements were made through the Office for one semester of internship in the public schools of Washington, D. C., for a student from the Commonwealth of the Philippines. Closely connected with the internship program was a cooperative arrangement with the American Association of Teachers Colleges whereby a Filipino educator was sent to visit 15 teacher-training in¬ stitutions in the United States. He spent approximately one week at each school interpreting Filipino life and culture to its students and faculty, and in turn learning from them about student life and teacher education in the United States. As in the previous year, the Division assisted the Department of State in finding a number of United States teachers for Near Eastern countries, including Egypt, Turkey, and Lebanon. Assisting in the Development of International Understanding A series of four lectures on the peoples of Asia was sponsored by the Office in cooperation with Miner Teachers College, Wilson Teach¬ ers College, the Education Association of the District of Columbia, and the Columbian Educational Association, for the benefit of the public-school teachers of the District. The series included a lecture each on the people of Russia, the people of the Netherlands East Indies, the people of India, and the people of Korea. Eight radio broadcasts, entitled Introducing the Peoples of the Far East , based on this lecture series and on that of last year, were made during the period from December 18, 1944 to April 23, 1945 over WMAL in cooperation with the Radio Committee of the Public Schools, Washington, D. C. Further, four 15-minute short wave broadcasts on F ar Eastern Studies in the United States wTere made for the Office of War Information. On request, consultative assistance was given to the Education Com¬ mittee of the Commonwealth of the Philippines, Washington, D. C., in its planning for postwar educational reconstruction in the Philippines. Preparing Instructional Materials Out of tentative listings of materials helpful to teachers prepared in connection with the lectures on the peoples of Asia, lists of curricu¬ lum materials were developed on the Union of Soviet Socialist Repub¬ lics, the Netherlands East Indies, India, and Korea. They include 58 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 annotated references to books, pamphlets, audio-visual material, maps, and units of study. In connection with the 8 radio broadcasts on Introducing the Peo¬ ples of the Far East recordings for rebroadcasting were made which are available — 50 for each of the 8 broadcasts — through the Radio and Script Division of the U. S. Office of Education. Credential Evaluation for Foreign Students Requests for the evaluation of foreign student credentials came from 178 colleges and universities and other institutions. In all, 909 cases were received representing 76 different countries, an increase of 96 cases over the previous year. In terms of world areas, 248 cases came from 26 European countries, 213 from the British Empire, 362 from Latin America, 51 from the Near East, and 35 from the Far East. This represents an increase of 72 cases from the British Empire, of 137 cases from Latin America, and of 31 cases from the Near East. With reference to European countries the number of cases declined by 81, while those from the Far East declined by 63. More than one-half of the cases came from 11 countries: Canada, Germany, Mexico, British West Indies, Panama, Colombia, India, China, Cuba, Costa Rica, and Peru. One-fifth came from 10 countries : Austria, Brazil, England, Iceland, Iran, Poland, Turkey, Venezuela, Chile, and Honduras. The remaining 236 cases came from 55 different countries. Inter -American Educational Relations The objective toward which this Division has continued to work during the year is the development of inter- American understanding and cooperation in the field of education. The programs carried on by the Division are cooperative, both with Governments, institutions, and individuals of the other American Republics, with other Govern¬ ment agencies, and with educational institutions, educators, and stu¬ dents in the United States. Most of the funds which enable the Division to carry on the programs outlined below are received by transfer from the Department of State in connection with the activi¬ ties of the Interdepartmental Committee on Cultural and Scientific Cooperation under the budget entitled “Cooperation with the Ameri¬ can Republics.” In addition, the Division has continued to receive funds for certain programs from the Office of the Coordinator of Inter-American Affairs. The following programs were carried on in the Division during the fiscal year 1945. U. S. OFFICE OF EDUCATION 59 Exchange of Edticational Personnel This program includes the exchanges of fellows and professors under the Buenos Aires Convention, teacher trainees from the other Ameri¬ can Republics, language teachers, and information on teaching posi¬ tions in the other American Republics. A total of 40 graduate students from 14 of the other American Republics were in the United States under the provision of the Buenos Aii *es Convention for the Promotion of Inter-American Cultural Relations. These students were enrolled in 23 universities and pur¬ sued programs of study in 22 different fields of specialization. Ac¬ tivities included assisting in the selection of candidates from the other American Republics, recommending appropriate institutions for study, providing orientation and assistance in making personal read¬ justments to a foreign country, assisting in registration and housing, providing continuous friendly counsel and evaluation of progress, and making arrangements for paying monthly allowance to the teacher trainees. A program was inaugurated in August 1944, in cooperation with the Interdepartmental Committee on Cultural and Scientific Cooperation for the education in the United States of teachers from the other Ameri¬ can Republics. Seven teachers from five of the other American Re¬ publics have come to this country during the fiscal year to pursue study in a particular field of education at an appropriate institution of higher education, to observe in our schools, and to confer with appropriate specialists and authorities in the field of specialization. The Division again carried on the selection and notification of 112 teachers of Spanish from our schools who attended the Spanish Lan¬ guage Institute in Mexico City, D. F. Teachers of English from 6 of the other American Republics were brought to this country. Each became an active participant in the Spanish or Portuguese language teaching activities of a United States school or college, served as in¬ terpreter of the culture of his country before community groups, visited a number of schools en route, and attended a special course in the teaching of English at an outstanding institution of higher education. The Division has maintained a file of persons interested in securing teaching positions in the other American Republics for the use of agencies of the Government and others interested in securing in¬ formation of this type. Panels of applicants for positions in the other American Republics have been selected for the Inter-American School Service Bureau of the American. Council on Education, the Depart¬ ment of State, and others. Assistance was also given the Department 60 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 194 5 of State in securing professors to go to universities in the other American Republics. The Language Program This program has been directed toward the fostering and improv¬ ing of the teaching of English, Spanish, Portuguese, and French as foreign languages calling attention to the values of language study in developing international understanding and interpreting for visi¬ tors to the Office from the other American Republics. A large collec¬ tion of textbooks and other teaching aids in English, Spanish, and Portuguese has been assembled for use of the Office of Education staff, visiting teachers, and personnel of other Government agencies. Service to teachers of English as a foreign, or second, language has been continued by giving assistance to a large number of visitors from the other American Republics interested in this problem, by visiting institutions of higher education in this country, and by preparing and distributing articles and bibliographies. A library of several hundred volumes has been established as a source of information and materials related to the teaching of English as a second language. A collection of texts and other teaching aids has been assembled to be sent to United States cultural institutes in the other American Republics where English is being taught to Spanish, French, or Portuguese-speaking people. Services to Spanish teachers have included answering requests for information and material on a wide variety of subjects pertaining to the teaching of Spanish at all grade levels from approximately 2,600 teachers of Spanish representing every State and Puerto Rico and from many educators in the other American Republics. Four packets of loan materials were organized — Spanish in the Elementary School, Spanish for Beginners in High School, Intermediate Spanish, and the Education of Spanish-speaking Children — and have been circulated on a loan basis to a large number of institutions in which Spanish is taught. Cooperative planning of teacher-education programs has been carried out with teachers of Spanish in city school systems, concerning the use of Spanish-speaking intern teachers, and with officials of the National University of Mexico and the Mexican Ministry of Public Education, concerning plans for the second Spanish Language Insti¬ tute. Through the Division, 112 teachers of Spanish from 35 States and the District of Columbia were selected and registered for the Spanish Language Institute held June 25 to August 15, 1945 in Mexico, D. F. Consultant service on methods and materials for language study were provided to a large number of teacher-education institutions throughout the country ; to teachers, school administrators, and visi¬ tors from the other American Republics who called at the Office ; and to agencies of the Federal and State Government concerning programs U. 8. OFFICE OF EDUCATION 61 of language instruction. Speakers were provided for conferences on the teaching of Spanish and Portuguese held in conjunction with sev¬ eral State teachers association meetings and regional associations. Regular contributions were made to Hispania , the journal of the American Association of Teachers of Spanish and Portuguese ; a chap¬ ter was written for the Handbook on the Teaching of Spanish and Portuguese; and an article prepared for the report of the National Education Association on “The Teaching of Spanish and Portuguese,” and translations made of manuscripts proposed for publication by this Office. In response to individual requests, the Division has provided mate¬ rials to aid in the teaching of Portuguese and French. Bibliographies have been prepared for teachers of Portuguese in school in the United States, and a loan packet on Brazil prepared for circulation to teach¬ ers. Correspondence between Portuguese and French students in the United States and those in other American Republics has been encour¬ aged and facilitated. Preparation and Exchange of Information on Education This program may be considered in two parts : Activities related to the interpretation of education in the other American Republics to the United States, and the interpretation of education in the United States to the other American Republics. Scores of requests from other Government agencies, from educa¬ tional institutions, and from individuals for specific information con¬ cerning education in the other American Republics have been an¬ swered. Published materials received from Government agencies and educational institutions abroad concerning education in the other American Republics were distributed, loaned, or made available to. educators in this country. In cooperation with the Central Translat¬ ing Division of the Department of State, the Division has continued to give assistance in the selection and revision of official publications on education in the United States, and a forthcoming publication of the Office, entitled, Homsmaking Education in the Secondary Schools of the United States , is being prepared for translation into Spanish and Portuguese. Several hundred requests concerning specific phases of education in the United States have been received directly from inquirers in other American Republics, or through the Department of State, Government agencies, and individuals throughout the country. Appropriate pub¬ lications, materials and information have been transmitted to each. Preparation, Exchange and Distribution of Teaching Materials The Division has continued to operate the loan packet service to educational institutions in the United States, serving several hundred thousand institutions. During the fiscal year the loan packets have 62 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 been reorganized, brought up to date, and obsolete items replaced. The number of inter- American subjects for which packets are avail¬ able has been increased from 15 to 18, and bibliographical lists of the contents of each packet were prepared for distribution to a wider audience than that receiving the packets. In addition, several thou¬ sand packets of teaching materials on inter-American subjects were individually selected and sent in response to requests from schools in this country. Over and above these packets of teaching materials, numbers 4 and 5 of the Pan American Club News , Pamphlet No. 97, Inter- American Cooperation in the Schools: Student Clubs , pub¬ lished by the Office during the year, and a considerable amount of other teaching materials have been sent to more than 3,000 Pan Amer¬ ican Clubs in the United States, and to more than 300 similar groups in schools of the other American Republics. The Division facilitated the exchange of student correspondence, scrapbooks, art work, exhibits and other teaching materials between schools in the United States and those in other American Republics. Several hundred items, including books, photographs, art work, ex¬ hibits, and souvenirs which were made available for distribution by the Missouri Federation of Women’s Clubs, the Library of Congress, and other organizations, have been sent to educational institutions in the other American Republics. Consultant service and teaching materials were provided to 10 teacher-education demonstration centers, and teaching materials de¬ veloped in the centers were made available for a wider audience. A distinctive feature of this phase of the program has been the organ¬ ization of a team of teachers at each Center which went to a number of schools in the area for the purpose of stimulating inter-American educational activities. In addition, 3 teacher-education institutions in the Southwest were assisted in developing intensive programs for improving the education of Spanish-speaking children in the schools of the area. Speakers and consultants were provided for 50 teacher-education workshops on the inter- American subjects, and large packages of materials and complete sets of the loan packets were sent to 63 such workshops. In addition, speakers and consultants were provided for institutes, conferences, teachers’ and faculty meetings throughout the United States which were devoted to inter-American education. The Inter- American Workshop , Some Suggestions for Directors and Staff Members , a 17-page multilithed publication, was prepared in the Di¬ vision, with assistance from the Division of Education and Teacher Aids of the Office of Inter-American Affairs, and was distributed widely both in the United States and in other American Republics to those interested in teacher education for inter- American under¬ standing. U. S. OFFICE OF EDUCATION 63 Special Programs and Projects Schools Services in War Areas Federal funds for schools in war areas. — School building facilities and maintenance and operation of regular school services and of extended school services for children of working mothers were pro¬ vided during the year 1944—45 to school administrative units in war areas through funds authorized by the Lanham Act and its amend¬ ments (PL 137 and PL 150). The U. S. Office of Education, with funds made available by the Federal Works Agency, has had a staff of six regional consultants and one specialist in the Washington office to provide advisory services to State departments of Education on school service projects and to review and make recommendations on all school applications proc¬ essed under Public Law 137. A staff member has been designated by the chief State school officer to carry responsibility for the extended school service program in 23 States. School service 'projects. — Approximately 450 local school districts in war areas filed applications for Federal assistance under the pro¬ visions of the Act for maintenance and operation of regular school services. Increasing need for the employment of women in industry and activities connected with the war effort resulted in about 650 local school districts in war areas requesting Federal assistance under the provisions of the Act for the maintenance and operation of nursery schools for preschool children and of before-and-after-school, holi¬ day, and vacation programs for school-age children of working mothers. Informational service and promotion of extended school service. — Resources of the Office have been available to assist State departments and local schools in promoting and building extended school service into the framework of the school program. The staff has collected and assembled information to answer requests, prepared articles, re¬ viewed and distributed materials, given field service, and conferred with local and State officials in Washington and in the field. A cooperative project with several local programs was the reporting of interesting program activities and features through photographs. This collection has been utilized in a pictorial report, Open Doors for Yotmg Children , to suggest ways of strengthening programs in school-age centers. To meet the need for visual material a film was made of a School-Age Program in operation, as an aid in interpreting these services to parents, school personnel, and community leaders. Early in the year a committee of representatives of State depart¬ ments, local school authorities, and several national organizations 64 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 met to consider the adjustments of the wartime services for children which schools would be called on to make when the Nation began to shift to peacetime conditions. A statement was prepared by the con¬ ference group on “Services for Children in the Reconversion and Post- War Years” and published in Education for Victory. School hunch Efforts were made to achieve the following objectives: (1) secure the writing and approval of a law providing sound and permanent Federal aid to school lunches; (2) prepare statistics and other mate¬ rials indicating not only the need for such legislation but the various provisions written into the proposed bills; and (3) cooperate with other Federal agencies and with organizations interested in sound school lunch legislation, as well as with the general public. Supplementary to these activities, this Office also provided the following services: (1) prepared data on nutrition education through school lunches for the use of a committee on this problem appointed jointly by the labor unions and certain Government departments; (2) prepared statistics to show school-lunch developments in school dis¬ tricts of various types; (3) prepared estimates to be used by the Sur¬ plus Property Board in determining the need of the schools for school- lunch equipment; (4) prepared a brief history of school-lunch develop¬ ment in the United States; and (5) continued to cooperate with other departments of the Government in improving the school-lunch pro¬ gram through the Coordinating Committee on School Lunches ap¬ pointed by the Commissioner several years ago. Public Relations Services In response to requests for guidance and information concerned with national, State, and local needs and progress in education, espe¬ cially from women’s clubs, civic clubs, and similar organizations and agencies, a series of study guides and discussion outlines, packets con¬ taining free materials, and especially requested materials on selected topics, were prepared and distributed during the year. The type of assistance varied according to the requests and needs of the agen¬ cies serviced. For example, for the National Committee on Recrea¬ tion of the General Federation of Women’s Clubs, a program for State and local clubs was formulated consisting of outlines for study groups, free materials, bibliographies, etc. Among other agencies served were the National Grange, which requested educational programs and legislative material; The Associated Women of the American Farm Bureau Federation, interested in educational legislation; The Junior Leagues of America, material for study groups and for its annual publication; the Women’s Joint Legislative Committee, bulletins and informational packets. U. S. OFFICE OF EDUCATION 65 Similar relationships, including individual and group conferences, correspendence, and bibliographical services were maintained with the National Conference of Christians and Jews, the Congress of In¬ dustrial Organizations, the National Congress of Parents and Teachers. Program Planning in Education The Office has endeavored to keep an up-to-date file of current in¬ formation about long-range planning in education and to furnish advisory service to agencies, both educational and public service, interested in long-range planning. A bibliography on postwar plan¬ ning was issued and the results of an investigation of educational plan¬ ning activities for the year 1944 were compiled and published in Edu¬ cation for Victory. Three leaflets in the series Planning Schools for Tomorrow came from the press. Services to Special Professional Groups and on Special Problems Services designed to assist all children to participate fully in the offerings of school programs were continued by the Consultant on Educational Services. Included in these services were preparation of a series of articles for Education for Victory; visits to school sys¬ tems maintaining visiting teacher services ; conferences with officials concerned with such services; preparation of information and sugges¬ tions in response to requests for assistance, such as on the organization of State and city programs. The Office continued to cooperate with the National Association of School Social Workers in the effort to improve and extend visiting teacher services to more systems and children. At the call of the Commissioner of Education, a conference of national leaders in education and social work was planned and held in the Office on problems concerned with visiting teacher serv¬ ices in State and city school sj^stems. Small conference committees reported on the most immediate and important of the problems dis¬ cussed. An account of the conference and its discussions was pre¬ pared for School Life. A questionnaire study of visiting teacher services in cities of 10,000 population and above was made for the pur¬ pose of obtaining preliminary information on visiting teacher services in the cities indicated. Results of the study were published and dis¬ cussed in Bulletin 1945, No. 6, The Place of Visiting Teacher Services in the School Program. . Other special services included cooperation with school officials and organizations in furthering various educational projects. Among these may be mentioned continuation of relationships with the Na¬ tional Association of Training Schools, including committee mem¬ bership, consultative services, and the preparation of an article for the Association magazine; with the institutions interested in the education of Spanish-speaking children in the Southwest; with the 66 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 19 45 American Educational Research Association as its representative on the Liaison Committee on International Education ; with the White House Conference on Rural Education on Intergroup Problems ; and with the superintendent of schools of the Virgin Islands on curricular and other problems. Brief studies were made and published concerned with State laws for the certification of visiting teachers, and with State departments of education and school recreation programs, and a series of articles from nine countries written by the respective ministers of education, was edited and published as Bulletin 1945, No. 3, Education Under Enemy Occupation. Services for the Blind The administrative unit known as the Services for the Blind was created in the U. S. Office of Education following the passage of the Randolph-Sheppard Act in 1936. The act was designed to improve the economic conditions of blind persons, authorize blind persons to operate vending stands in Federal and other buildings, and provide for the making of industrial surveys throughout the United States with a view to obtaining information that will assist blind persons in obtaining employment. There are now 44 State agencies designated to issue licenses to blind persons to operate vending stands in Federal buildings. On April 1, 1945, there were 350 such stands being operated in Federal buildings throughout the country, 52 of them in the District of Columbia. In addition to the stands in Federal buildings there are approximately 625 stands operated by blind persons in State, county, municipal, and private buildings. These stands have been established for the most part since the passage of the Randolph-Sheppard Act. There¬ fore, their establishment in other than Federal buildings is due largely to the impetus given to this type of employment provided by the pas¬ sage of the act. In addition to the regular operators there are em¬ ployed as assistants approximately 150 other blind persons, making an estimated total of 1,127 blind persons employed in the vending stand programs. Sales and Earnings The 298 stands in Federal buildings outside of the District of Columbia had gross sales during the fiscal year of more than $3,116,400 with an average net income to each of the operators of $1,644. The stands in the District of Columbia, of which there are 60, including the 52 stands in Federal buildings, had gross sales of $1,430,393 with the stand operators averaging $3,235 in net annual earnings. U. S. OFFICE OF EDUCATION 67 The 150 blind assistants earned approximately $135,000 making a grand total for the country of net earnings to blind persons in vending stands to be more than $1,787,000. It is further estimated that the 941 stands being operated by blind persons sold over $9,500,000 worth of merchandise during the past fiscal year. Although much progress has been made by the various agencies for the blind in developing stand programs, there is a possibility of providing employment to hundreds of additional blind persons through this type of employment. The present stands represent only a small fraction of the potential stand opportunities in the country. Sound Business Principles Necessary Agencies for the blind are becoming increasingly aware of the possi¬ bilities for providing employment to blind persons through the medium of vending stands. They also realize that if their vending stand programs are to be successful they must be established on sound business principle. Requests for assistance from our Services for the Blind are increasingly numerous. The staff gives aid to the States in designing equipment, accounting methods, merchandising, display, supervision, and in solving any other problems of program adminis¬ tration. It has been demonstrated clearly that where the programs are well organized, proper attractive equipment is installed and com¬ petent assistance is given to the blind operators, their earnings are increased substantially. Staff members have given training in all phases of stand program operation to the personnel employed by the State agencies. Many workers for the blind believe that the vending stand programs in addition to providing excellent income to blind persons form the best demonstration to the general public of the ability of blind persons to become self-supporting. Industrial Employment Programs The Services for the Blind has provided leadership in developing industrial employment programs for blind persons in industry. One staff member, the specialist in industrial placement, has par¬ ticipated in the training of several placement agents and has made surveys of industrial establishments to ascertain processes and jobs which can be performed successfully by blind persons. As this agent, himself, is without sight, he demonstrates most of the processes and jobs discovered and, as a result of such demonstrations, the States have been able to place a number of blind people. It is estimated that approximately 4,000 blind persons are employed successfully now in 68 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 industry, and reports indicate that their production is usually equal to and in many instances surpasses that of their sighted associates. Visual Aids for War Training The Division of Visual Aids for War Training, in accordance with Congressional directive, completed the production of all visual aids, i. e., motion pictures and film strips, and continued the distribution of these visual aids to schools and industry engaged in war training. The total Office of Education visual aids production program, for 4 years, consists of 457 sound motion pictures, 432 silent filmstrips ac¬ companying individual motion pictures, and 457 instructor’s manuals. It is estimated that 90 percent of these motion pictures and filmstrips will continue to be useful in American schools during peacetime. Subjects covered by the films include Machine Shop Work, 125; Aircraft Work, 77; Precision Wood Machining, 41; Shipbuilding Skills, 40; Electrical Work, 28; Engineering, 23; Problems of Super¬ vision, 22; Automotive Operation and Maintenance, 19; Farm Work, 18; Refrigeration Service, 15; Nursing, 14; Foundry Practice, 14; Plastics, 10; Optical Craftsmanship, 6; and Welding, 5. All Office of Education visual aids were selected and planned by technical and visual education specialists. The subjects were ap¬ proved by the War Manpower Commission. Scripts were written and the films produced under contract by 36 commercial film pro¬ ducers in New York, Philadelphia, Pittsburgh, Detroit, Cleveland, Chicago, St. Paul, Kansas City, Dallas, Hollywood, and San Fran¬ cisco. All motion picture production, from the original scrip out¬ line to editing of the final picture, was supervised by a team of Office of Education specialists — one technical and vocational expert and one visual education specialist. In addition, every Office of Education film was checked for tech¬ nical accuracy by a Vocational Advisory Committee in the locality in which the film was produced. These committees included master machinists and tool makers, vocational teachers, training supervisors, and members of the armed forces. All instructor’s manuals, which are furnished without charge to users of Office of Education films, were checked for accuracy and edited by the Division of Visual Aids. During 1944-45, a total of 238 such manuals were written. Distribution of completed Office of Education films was handled by a commercial company under a contract awarded by the Pro¬ curement Division, Treasury Department, to Castle Films, Inc., New York. By June 30, 1945, a total of 34,718 Office of Education films and film strips has been purchased and used in the training of an esti- U. S. OFFICE OF EDUCATION 69 mated 15,000,000 students, trainees, and war-workers. In addition, the Army and Navy have obtained approximately 20,000 prints, mak¬ ing a total of nearly 55,000 prints of Office of Education visual aids used in war training. Sales during the fiscal year 1944-45 totaled 7,205 motion pictures and 5,511 film strips. Schools and colleges purchased approximately 50 percent of all prints. Amortization of production costs through sales was required by the 78th Congress, and during the fiscal year 1944-45 a total of $50,581.15 was returned to the Government. The Division of Visual Aids also continued the distribution (through Castle Films, Inc.) of approximately 200 motion pictures and film strips produced by the War and Navy Departments and re¬ leased to the Office of Education for civilian use. During the year approximately 4,000 prints of these subjects were purchased by schools and education film libraries. Educational Uses of Radio In comparison with the 1944 fiscal year, the 1945 fiscal year marks an increase of nearly 20 percent in the volume of requests for pro¬ gram materials, informational and advisory assistance, and consul¬ tation services by the Educational Uses of Radio Unit, from the Na¬ tion’s educational institutions and organizations. This, of course, tends to reflect the increased emphasis on the use of radio in educa¬ tion which characterizes postwar educational planning, generally. However, a noticeable increase in the specificity of the requests re¬ ceived would seem to indicate a somewhat sharpened awareness of the precise educational values of educational broadcasting, of the use of “live” and recorded instructional programs in the schools, and of new teaching methods built around the use of audiotronic devices such as the program-distribution system and the instantaneous recorder. Script, Transcription, and Information Exchange Services The acquisition of 100 new educational-program scripts, and tran¬ scription copies of 48 new recorded educational programs during the year has raised to well over 1,000 the total number of educational programs available for loan to educational institutions, and the total of recorded educational programs to 323. It should be noted, how¬ ever, that borrower interest in about a hundred transcribed programs and an equal number of scripts which deal exclusively with topics of wartime significance declined steadily during the year, in direct pro¬ portion to increasing indications of the end of the present war. This, as would be expected, has been accompanied by a corresponding in- 70 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 19 45 crease in the number of requests for scripts and transcriptions of edu¬ cational programs dealing with cultural, scientific, and vocational topics. In response to the rapidly increasing demand for station-planning and progam-production assistance to schools, colleges, and State de¬ partments of education, the Educational Uses of Radio Unit has pre¬ pared, and made available for distribution on request, three new informational pamphlets, FM for Education (Misc. No. 7), a hand¬ book on State-Wide Educational FM Broadcast System Planning (mimeographed), and a handbok entitled Radio-Program Produc¬ tion Aids (also mimeographed). Other informational publications dealing with specialized aspects of education by radio which were added, during the past year, to the list of those already available, in¬ clude reprint copies of one of the Evaluation of School Broadcasts Project reports and published reports of two special studies which were undertaken jointly by the Federal Radio Education Committee and the U. S. Office of Education. (The volume in which these distributive services were provided, on request, to educational institutions and organizations, is shown in the following table.) Table 8. — Services provided by the educational uses of radio unit, fiscal year 19 44-45 Materials or services provided on request Volume for 1944-45 Volume for 1943-44 Grand total to date Supplementary (Informational) Materials: Radio Manual _ _ 114 740 25 800 125 22, 474 18, 237 15, 120 7, 565 1, 332 4,109 6, 284 2,975 2,200 559 Radio Glossary. .. .. _ _ _ 45 Handbook of Sound Effects. _ _ _ _ _ 45 Radio Bibliography (Now included in publication next listed). Radio- Program Production Aids (Includes Bibliography)... . 0 1, 332 35 227 College Radio Courses (A directory of Courses for Teachers) _ Technical publications (on loan) .. _ _ 310 356 FM for Education (Misc. No. 7)__ . _ _ 2,975 2,200 559 Standards for College Courses in Radio. .. _ _ _ _ State-Wide Educational FM Broadcast System Planning _ Total _ 7, 532 2,356 80, 855 Catalogs: Fourth-Edition Script Catalog _ _ _ .. 35 393 9, 935 6, 521 8,939 1, 355 8, 028 599 Fourth-Edition Script Catalog Supplement ... 199 563 Scripts-for-Victory Catalog . _ _ 1,406 464 2,419 891 OCD Script Catalog _ .. _ _ Transcriptions-for-Victory Catalog 1, 288 599 2, 192 Transcriptions-for-Victory Catalog Supplement _ _ Tot at. .... ... ...... 3, 991 6, 458 35, 377 Teaching Kits _ _ _ _ 40 108 421 Transcription Circulation (Program loans) _ 2,604 8, 989 40,000 493 1, 898 11, 191 10, 579 346, 057 340, 500 1, 389 12 Script Circulation (Program loans) _ FREC Service Bulletin (Total copies) _ 40, 000 443 Misc.: Requests filled for technical advice _ _ _ State Educational FM System Plans developed on request.. 12 States given requested FM System planning assistance . 14 4 18 Tn Hi virtual requests receiver! for nne nr more services 17, 159 39, 826 14, 451 45, 322 103, 239 (Unknown) Separate pieces of outgoing mail _ _ U. S. OFFICE OF EDUCATION 71 Federal Radio Education Committee Services The services of the Federal Radio Education Committee have con¬ tinued more or less as usual during the fiscal year ending June 30, 1945. By the close of the previous fiscal year, demand for copies of the monthly list of network educational broadcasts suitable for school listening had become so great that a special FREC (Federal Radio Education Committee) subcommittee (appointed under the chairmanship of Dabney S. Lancaster, Virginia State superintendent of public instruction, to study the extent to which schools are equipped for radio -program reception) recommended that the lists be printed in quantities sufficient for distribution, through State departments of education, direct to classroom teachers. However, the Board of the National Association of Broadcasters (on whom the FREC has depended for operating funds) felt that it would be contrary to es¬ tablished policy to supply funds for this project ; so the FREC Educa¬ tional Program Listing Service has continued on the same basis as before. This involves the auditioning, each month from September through June, of transcription copies of educational broadcasts sub¬ mitted by the radio networks, by a panel of five school people acknowl¬ edged to be competent judges of the suitability of radio programs for school listening, and the subsequent distribution of the panel’s rec¬ ommended program listings, in mimeographed form, to State de¬ partments of education, to State teachers journals, to State librarians, and to selected school systems. Publication of the FREC Service Bulletin has been continued throughout the year. The report of the special FREC Subcommittee appointed a year ago to develop a set of suggested standards for college courses in ra¬ dio was printed early in 1945, and has been given wide circulation among colleges and universities of the Nation. Many of them have endorsed it as a most useful document, and have indicated their inten¬ tions of adopting its suggestions. A special subcommittee, under the chairmanship of Harold B. Mc¬ Carty, director of University of Wisconsin’s Radio Station WHA, was appointed at the November 1944 meeting of the FREC Executive Committee to investigate possible need of reorganization of the Com¬ mittee membership, postwar activities in which the FREC might legitimately engage, and the possibility of broadening the basis for the Committee’s financial support. Advisory and Consultation Services Advisory and consultation services provided, on request, by the Educational Uses of Radio Unit during the year were of three general 72 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 types : Providing requested information or advice, by correspondence, in relation to problems of individual school systems; invited partici¬ pation in meetings and projects involving various aspects of the use of radio in education ; and assistance to State departments of educa¬ tion, colleges and universities, and city school systems in relation to the planning of educational FM broadcast stations and program services. Requested information or advice that was provided by correspond¬ ence ranged all the way from giving information as to where certain materials could be found, to the preparation of suggestive plans for the organization of school radio-drama workshops. Fortunately, many of these requests could be answered either by sending materials already available, or by referring the writer to existing sources of information. Others, however, necessitated the expenditure of hours of staff time in the preparation of suggested plans or procedures to fit specific situations. Of the 505 requests for such assistance, approxi¬ mately one-third were of the latter type. Requested participation, by the two members of the Educational Uses of Radio Unit’s professional staff, in special meetings and proj¬ ects involving the use of radio in education included such assistance as speaking before teacher groups and meetings of educational or¬ ganizations; assisting the Washington, D. C., Chapter of the Asso¬ ciation for Education by Radio in organizing and conducting a five- session radio-use workshop for teachers of the District of Columbia schools ; meeting with the Radio Manufacturers Asosciation’s Special Committee on School Radio-Equipment Standards: and serving on the Advisory Committees of professional radio-education organiza¬ tions such as the Institute for Democratic Education (New York City) and the School Broadcast Conference (Chicago). During the past fiscal year, the Educational Uses of Radio Unit has provided direct field assistance to State-wide educational FM broadcast planning committees in each of 5 States — Connecticut, Ohio, Maryland, Virginia, and Illinois. Through a combination of corre¬ spondence and of visits of representatives of FM planning committees to the Educational Uses of Radio Unit headquarters in Washington, educational FM station planning assistance has been provided to planning groups in each of 9 other States. As of June 30, 1945, re¬ quests for educational I'M station planning assistance had been re¬ ceived from a total of 29 different States. Liaison Services The Educational Uses of Radio Unit has had opportunity to work with educators, commercial broadcasters and radio trade-groups, radio manufacturers, and radio-regulatory agencies representative of both U. S. OFFICE OF EDUCATION 73 Government and industry, as a liaison agency for promoting mutual understanding of interests, needs, and problems concerned with the production, broadcasting, reception, and use of educational radio program. Liaison relationships during the past year have included the following : 1. Continuing promotion of mutual understanding (of problems, motives, and needs) between educators and broadcasters, through the medium of the Federal Radio Education Committee. 2. Direct liaison with the National Association of Broadcasters and Fre¬ quency Modulation Broadcasters, Incorporated, aimed at keeping profes¬ sional and trade associations of commercial broadcasters continuously informed of developing trends in the use of radio in education. 3. Direct liaison with the Association for Education by Radio, the National Association of Educational Broadcasters, the National Education Asso¬ ciation, and other professional groups or organizations of educators con¬ cerned with the use of radio as an educational medium. 4. Direct liaison with the Federal Communications Commission in relation to keeping that body continuously informed of the status of planning for noncommercial broadcasting by educational institutions and State depart¬ ments of education, and in relation to making sure that the Commission fully understands the needs, problems, and motives of existing and pros¬ pective educational station licensees. 5. Direct liaison with the Radio Technical Planning Board and with the Radio Manufacturers Association, aimed at promoting a clearer compre¬ hension, by radio manufacturers, of specific educational applications anu conditions of operation for which they need to provide in the design and construction of equipment items they produce for the school market. 6. Direct liaison with the Institute of Radio Engineers and with profes¬ sional radio consulting firms, aimed at continuous accumulation of NEW technical information pertinent to the planning and use of radio and related audiotronic devices in the schools. 7. Direct liaison with the Surplus Property Board and other Federal surplus disposal agencies, aimed at keeping these agencies fully informed as to the needs of schools for communications and electronic equipment items. 8. Direct liaison with service and professional organizations and groups interested in the production and/or use of educational radio programs and transcriptions. (Groups of this kind with which close working relationships have been maintained during the past year include the Community Radio Council of Winston-Salem, N. C. ; the Peabody Awards Committee for the District of Columbia ; the Association of Women Directors of the National Association of Broadcasters ; the Association of Junior Leagues of America ; the Girl Scouts ; the WMCA ; and Town Hall, Inc. Joint RMA-Office of Education School Radio Equipment Standards Study In response to repeated requests from leading radio-equipment manufacturers for advice concerning the design of their postwar- equipment lines for the school market, the Educational Uses of Radio 74 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 Unit and the Radio Manufacturers Association jointly sponsored a 2-day school radio equipment standards conference, held in the Cleve¬ land Board of Education’s Station WBOE studios last summer. The conferees, composed of manufacturers’ engineers and educators famil¬ iar with the operation and use of all types of audiotronic instructional devices in common use, made tentative recommendations of stand¬ ards for each of five types of school equipment : Classroom receiving sets, central program distribution systems, speech-input units, port¬ able transcription players, and recorders. The Radio Manufacturers Association then appointed a special committee of design and production engineers to make a thorough study of the Cleveland Conference recommendations in order to deter¬ mine their technical soundness and economic practicability, with the understanding that, on completion of their study, they would report their conclusion to a special committee of three educational repre¬ sentatives, to be selected for their experience in school audiotronic- equipment use research by the U. S. Office of Education. Accordingly, the Office of Education’s special committee of three met with the RMA special committee, on June 15, 1945, in Highland Park, Ill., to review its conclusions and recommendations. Interest¬ ingly enough, it was found that the RMA committee had approved substantially all of the Cleveland Conference recommendations. This will mean that manufacturers who agree to cooperate with the standards-committee recommendations will offer to the school market equipment items which are correctly designed to serve their intended applications. It still remains for the two special committees to devise procedures for publicizing these recommended standards, and for cer¬ tifying equipment items which meet them. Publications Office of Education publications during the final war year continued to focus attention upon education to help bring victory — and eventual peace. More than 56 documents for bulletins, pamphlets, leaflets, etc., and 35 different issues of periodicals were published during the year. All types of printing brought the total number of printing and binding requisitions for the Office to 295. The periodical Education for Victory continued throughout the year and beginning in January 1945, the Office issued a 12-page semi¬ monthly periodical devoted exclusively to Higher Education fields. The annual Educational Directory was also published. The following is a list of U. S. Office of Education publications which came from the press during the fiscal year 1945 : U. S. OFFICE OF EDUCATION 75 List of New Publications Accredited Higher Institutions, 1944. (Bulletin 1944, No. 3) 5 cents. Accredited Secondary Schools in the United States, 1944. (Bulletin 1944, No. 4) 30 cents. Data for State-wide Planning of Veterans’ Education. (Bulletin 1945, No. 4) 15 cents. Education of Teachers for Improving Majority-Minority Relationships. (Bulle¬ tin 1944, No. 2) 15 cents. Education Under Enemy Occupation. (Bulletin 1945, No. 3) 15 cents. Handbook of Cumulative Records. (Bulletin 1944, No. 5) 20 cents. Inter-American Cooperation in the Schools: Student Clubs. (Pamphlet No. 97) 10 cents. Osteopathy. (Leaflet No. 23) Rev. 5 cents. Pharmacy. (Leaflet No. 14) Rev. 10 cents. Planning Schools for Tomorrow : Needs of Exceptional Children. (Leaflet No. 74) 10 cents. Planning Schools for Tomorrow : Pupil Personnel Services for All Children. (Leaflet No. 72) 10 cents. Planning Schools for Tomorrow: The Schools and Recreation Services. (Leaflet No. 73) 10 cents. School Finance. (Bibliography No. 75) Free. Biennial Surveys of Education, 1938-40 and 1940-42 School Plant: Trends, Present Situation, and Needs. (Vol. I, Ch. IX) 15 cents. Statistical Summary of Education, 1941-42. (Vol. II, Ch. II) 10 cents. Statistics of City School Systems, 1939-40 and 1941-42. (Vol. II, Ch. VII) 20 cents. Statistics of Higher Education, 1939-40 and 1941-42. (Vol. II, Ch. IV) 45 cents. Statistics of Nonpublic Elementary and Secondary Schools, 1940-41. (Vol. II, Ch. IX) 10 cents. Statistics of State School Systems, 1939-40 and 1941-42. (Vol. II, Ch. Ill) 20 cents. Educational Directory, 1944-43 dity School Officers. (Part II) 15 cents. Colleges and Universities. (Part III) 20 cents. Educational Associations and Directories. (Part IV) 10 cents. Federal, State, and County Education Officers. (Part I) 10 cents. Family Contributions to War and Postwar Morale Home on Furlough. (No. 2) 5 cents. Suggestions for Using the Series. (No. 1) 5 cents. They Also Serve. (No. 3) 5 cents. Nutrition Education Series A Study of Methods of Changing Food Habits of Rural Children in Dakota County, Minn. (Pamphlet No. 5) 10 cents. A Yardstick for School Lunches. (Pamphlet No. 4) 10 cents. Miscellaneous Annual Report of the U. S. Office of Education, 1944. 25 cents. Expenditures Per Pupil in City School Systems, 1942-43. (Circular No. 230) Free. 76 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1945 FM for Education. (Misc. No. 7) 20 cents. Index, Education foe Victory, Volume I. Free. Index, School Life, Volume XXVII. Free. Job Training for Victory. Chart. 5 cents. Offerings in the Fields of Guidance and Personnel Work in Colleges and Uni¬ versities. Free. An Open Letter to My Newly Blinded Friend. 10 cents. V ocational Education Digest of Annual Reports of State Boards for Vocational Education to the U. S. Office of Education, Vocational Division, Fiscal Year Ended June 30, 1944. Free. Matching Men and Farms. (Vocational Division Bulletin No. 229) 10 cents. Social Leadership. (Vocational Division Bulletin No. 231) 10 cents. Vocational Technical Training for Industrial Occupations. (Vocational Division Bulletin No. 228) 40 cents. Periodicals Education for Victory, (discontinued June 30, 1945; School Life, monthly prewar journal, resumed). $1 a year. Higher Education (semimonthly). 75 cents a year. Note. — Printed publications of the U. S. Office of Education may be obtained by ordering directly from the Superintendent of Documents, U. S. Government Printing Office, Wash¬ ington 25, D. C. Free material available may be obtained upon request to the U. S. Office of Education, Washington 25, D. C. Annual Report of the Federal Security Agency SECTION TWO U. S. Office of Education 1946 FEDERAL SECURITY AGENCY - Watson B. Miller, Administrator U. S. Office of Education - - - John W. Studebaker. Commissioner UNITED STATES GOVERNMENT PRINTING OFFICE - - - WASHINGTON : 1947 For sale by the Superintendent of Documents, U. S. Government Printing Office Washington 25, D. C. Price 25 cents Annual Report of the Federal Security Agency SECTION TWO U. S. Office of Education FOR THE FISCAL YEAR 1946 LETTER OF TRANSMITTAL Federal Security Agency, U. S. Office of Education, Washington 25 , D. C., October 1, 1946. The Honorable Watson B. Miller, Federal Security Administrator. Sir: I herewith submit^ the annual report embracing the activities of the U. S. Office of Education for the fiscal year ending June 30, 1946. Respectfully, John W. Studebaker, U. S. Commissioner of Education . CONTENTS Section 2— OFFICE OF EDUCATION Page Introduction _ 69 Elementary education _ 74 Secondary education _ 84 Vocational education _ 102 Agricultural education _ 102 Business education _ _ 106 Home economics education _ 109 Trade and industrial education _ 112 Employee-employer relations _ 114 Public service training _ 115 Occupational information and guidance _ 115 Higher education _ 119 Central services - 134 Research and statistical service _ _ _ 134 Information and publications service _ 135 Office of Education library _ 139 Administrative management and services section _ 143 International educational relations _ 145 Auxiliary services _ 151 Service to libraries _ 151 Educational uses of radio _ 156 Visual aids for war training _ 161 School administration _ 167 Surplus property utilization _ 176 m Section Two OFFICE OF EDUCATION INTRODUCTION This report is the first to be made under the plan set forth 2 years ago “to improve the services of the United States Office of Education.” During the 1946 fiscal year the eight 1 divisions that were contem¬ plated in that plan were organized and each has been functioning for a part of the year at least. It is therefore a privilege to present the following division reports showing the initial services and activities as summarized by the respective division heads. Appreciation is expressed for the continuing helpful cooperation and interest of the many educational and lay groups, as well as other Government agencies, that assisted in the development of “a plan of organization to improve the services of the Office to American education.” The progress achieved during the initial year of the new organiza¬ tion of the Office has seemed to me to lay the foundation for increas¬ ingly effective services to American education in the years ahead. As a quick glimpse of the far-reaching challenges for the coming years, the following statements related to each new division are set forth. Elementary Education The elementary program is America’s greatest undertaking in dem¬ ocratic education. It involves more than 180,000 schools with an enrollment of 20,000,000 children who are taught by 600,000 teachers. These schools require the expenditure of more than $1,500,000,000 an¬ nually. The elementary school reaches virtually all of the vast num¬ ber of children within the legal and compulsory school ages. For many of these, education will terminate when they finish their grade school courses. It is during the elementary school experiences that foundations of knowledge, skills, attitudes, and appreciations are established. 1 In addition there was established a Division of Surplus Property Utilization, a tempo¬ rary division. 69 70 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 Habits of work are formulated, and skill in social adjustments begin during these formative years. The effectiveness of this foundation profoundly influences the extent to which children come to realize the ultimate goal of effective citizenship, the maximum individual competence and a full realization of their potentialities. Secondary Education The people of the United States desire broad educational oppor¬ tunities for all youth. It is increasingly evident that they regard a secondary-school education as the minimum opportunity for all. With less, but a steadily growing, understanding they recognize the wide variability in abilities, capacities, interests, and needs of youth and properly expect that the secondary-school program shall be ef¬ fectively designed to serve individual students accordingly. More¬ over, there is a growing conviction of the paramount importance of those learnings and experiences which in a democratic society all must have in common. To develop a citizenry which is competent in the skills of the democratic culture and procedures, with common ideals and a dynamic faith in the American way, is the overriding assign¬ ment which the American people have given to the secondary school. Vocational Education To justify membership in American economic society, every Ameri¬ can citizen must perform some work or render some service. Educa¬ tion for purposeful work is recognized by Congress as an objective of national concern in the form of the national vocational education acts. It is now clearly evident that readjustments following World War II are bringing about such vast changes in the occupational life of our people that vocational education programs for youth and adults must be reoriented toward new frontiers of service. Programs of vocational education in the States have been de¬ veloped to serve the occupational fields of agriculture, business, trades and industries, and homemaking. They are supplemented by programs of occupational information and guidance. It is the func¬ tion of the Vocational Division of the Office of Education to serve these State programs. Higher Education In scope and extent, higher education is one of the greatest public activities in our country. The 1,700 colleges and universities in the United States are engaged each year in the preparation of two- thirds of a million students for a score of professions; of three- fourths of a million undergraduate students studying the arts and sciences ; and of 55,000 advanced students studying in graduate work U. S. OFFICE OF EDUCATION 71 for leadership in teaching, in research, in industry, and in govern¬ ment. More than 110,000 teachers are engaged in giving instruction to these students. Higher education institutions spend more than a half billion dollars annually, operate physical properties valued at nearly 3 billion dollars, and manage endowment funds exceeding 1% billion dollars. Higher education is on the threshold of a tremendous expansion. The outstanding educational development of the past 25 years has been the expansion of the secondary-school program to its present status. It is conceivable that the next 25 years will bring a com¬ parable expansion to the field of higher education. Among factors which will contribute to this expansion are the increased numbers of secondary-school graduates who are applying for admission to higher institutions ; the increased demands of business, industry, and agriculture for individuals with college training ; the increased need of our country for professional people; the broadening of the base of higher education through the junior college; and the influence of the provision of a college education for hundreds of thousands of young people through the Servicemen’s Readjustment Act of 1944. Central Services The Division of Central Services consists of four sections: (1) Re¬ search and Statistical Service, (2) Information and Publications, (3) Office of Education Library, and (4) Administrative Management and Services. The four service sections perform functions which facili¬ tate the operations of the other divisions within the Office of Education. The grouping of these four sections into a single division makes it possible to unify and coordinate the administrative and professional services involved in their relationships to the other divisions and sec¬ tions of the Office. In addition to providing the necessary services within the Office, the Research and Statistical Service, the Informa¬ tion and Publications Service, and the Library render significant serv¬ ices to their corresponding professional areas in education in the States and in institutions. International Educational Relations Through the years educational leadership in the United States has constantly made use of the basic research and the best administrative and instructional practices found in professional education in other countries. The patterns of university graduate training, preschool and primary education, and manual training, developed in England and in the continental countries, have been influences in United States education in more or less measure. Conversely in recent years the United States secondary school and its goal of a nonselective education for all have influenced the programs of other countries. From the 72 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 creation of the Office of Education, studies of foreign educational sys¬ tems have been carried on. In 1917, a separate division for this pur¬ pose was established. The Division of International Educational Relations now carries forward the work of the former Division of Comparative Education. Changed conditions have brought enlarged functions to the divi¬ sion. Splendid growth in effectiveness of United States technical and professional education, coupled with the devastation and debilitation wrought upon these programs in other countries by two wars within a quarter of a century, have made the educational institutions in the United States a mecca for foreign students. The need for assistance in the rehabilitation of the educational sys¬ tems of the devastated countries has strongly challenged educational leaders in the United States. Furthermore, the desirability of using the best educational thought and leadership in reorienting the educa¬ tional systems of Germany and Japan has evoked a serious response. At a time, therefore, when the United States is dedicated to the making of a strong contribution to peace and understanding among peoples, the Division of International Educational Relations is trying to facili¬ tate worth-while contributing relationships between United States education and education in other countries. The strategic position which education occupies in all countries cannot but act to enlarge these relationships to the inculcation of a more effective understanding among peoples. Auxiliary Services The Division of Auxiliary Services groups together six sections representing various functions and areas of educational service. These sections are: (1) Service to libraries; (2) administration of school and college health services; (3) school-community recreation; (4) problems of school lunchroom management ; (5) educational uses of radio; (6) visual aids to education. These sections are mutually related by the fact that they are re¬ garded by educators as specialized auxiliary services to the adminis¬ trative and professional programs in school systems and higher in¬ stitutions. The work of each of these sections cuts across and involves the area of interest of other divisions and sections of the Office and requires, therefore, careful coordination with the work of the other divisions. Through the organization of the services of the specialists in these auxiliary areas into the six sections of the Division of Aux¬ iliary Services rather than through assignment to the several divisions, greater economy and efficiency are attained and duplication of staff and services avoided. U. S. OFFICE OF EDUCATION 73 School Administration Effective national educational leadership and support, such as was demonstrated during the war emergency, must be characteristic of the continuing and increasing national concern for the total educa¬ tional enterprise in peacetime years henceforth. No system or program of education is likely to advance far beyond the vision, imaginative leadership, the genius for organization, or the resources of technical skill and knowledge which its principal effective and supervisory leadership can bring to bear upon its administration. The future of education in America can be evaluated in terms of the quality of leadership in educational administration in the States and their local subdivisions throughout the country. The unique and challenging function of the Division of School Administration is to make available an abundance of technical leader¬ ship resources which can be most effectively provided at the national level in order to insure rapid improvement in the quality of educational administration at all levels and thus to contribute to national strength, security, and prosperity. The division reports follow. John W. Studebaker TJ . S. Commissioner of Education ELEMENTARY EDUCATION The Division or Elementary Education is designed to serve in four major areas: Organization and supervision; instructional services; exceptional children and youth; teacher education. In all of these, active work has been carried on, even though the organization of the division and the appointment of personnel, as ultimately planned, have not yet been completed. In reporting and interpreting educational progress in these areas, as well as in giving advisory service for the development and improve¬ ment of school programs, the division’s staff members have been con¬ cerned with both urban and rural schools ; with children who are nor¬ mal in their development and those who are exceptional in their rates of learning or who are handicapped by physical, mental, or emotional difficulties; with children varying widely in age, from the 2- or 3- year-old in nursery school or kindergarten to the 12- or 14-year-old who is ready for high school; and with parents, whose cooperation is increasingly recognized as essential to the best growth of their children in school. The magnitude of the problems involved is ap¬ parent when one considers that there are some 20,000,000 children in the elementary schools of the United States, each of whom must be treated as an individual and given an opportunity to grow in terms of his abilities. The professional staff of the Division of Elementary Education available to work on such problems included, in addition to the Director, the following persons : (1) a consultant on educational prob¬ lems, who served for a short time as chief of the section on organization and supervision, but whose major service was in relation to postwar planning programs, school social work or visiting teacher pro¬ grams, associations of voluntary nature interested in promoting ed¬ ucational services, and other matters as they required attention; (2) one specialist on nursery-kindergarten-primary education; (3) one specialist for upper grades; (4) one specialist on extended school services; (5) one specialist in the education of exceptional children; and (6) one specialist for science and aviation (from March to June 1946) . Consultative Services in States and Communities The field services rendered upon request by members of the division were limited in accordance with travel funds available. Yet, with the 74 U. S. OFFICE OF EDUCATION 75 financial cooperation of some of the agencies requesting services, it was possible to extend activities from Florida to California, up to New England, and to the North Central region. They involved work with State education departments, teacher-education institutions, local school systems, and lay organizations interested in the schools. The specialist in nursery-kindergarten-primary education con¬ sulted with State educational leaders in Maryland, New Jersey, Ten¬ nessee, and other States on State plans for the extension of schools for children under 6 and on legislative matters relating to this problem. The specialist for upper grades was a consultant in conferences on curriculum and on supervision sponsored by State education depart¬ ments in Michigan and West Virginia, and participated as discussion leader, resource person, and speaker at conferences sponsored by teacher-education institutions in Georgia, Indiana, and Illinois. Re¬ quests for services of these types on all grade levels are constantly increasing and are an indication of the importance attached to the early years of a child’s education. The specialist for science and aviation (a newly established posi¬ tion) visited State education departments in Georgia, North Carolina, and South Carolina to assist in laying plans for the improvement of instruction and curriculum making in elementary school science. He also participated in a workshop for elementary teachers in Kentucky and held conferences with administrators and teachers in local school systems in Maryland, Delaware, and Pennsylvania. Teachers throughout the country feel the lack of background in science to teach children of elementary school age and are unfamiliar with the method of instruction in science at this level. The most apparent problems in this field are those concerned with the preparation of instructional materials and with the pre-service and in-service training of elemen¬ tary teachers. It will be one of the major concerns of the specialist for science to give consultative service in relation to these problems. Extended school services originated just before and during the war, when the need of before- and after-school guidance for children of employed mothers became a matter of major importance. The pro¬ gram has proved its worth to such an extent that, when the end of the war came and Federal funds for this purpose were withdrawn, ap¬ proximately three-fourths of the States continued their services in one form or another. Six States employed staffs to supervise the pro¬ grams ; four States made appropriations to finance child care centers ; and legislation was passed in a number of States authorizing local boards of education to establish kindergartens, nursery schools, and school-age centers, in some cases permission being given to use public school funds for this purpose. Workshops on extended school serv¬ ices, with sections on parent education, were held in teacher-educktion 76 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 institutions, and in two of these — namely, at the University of Ten¬ nessee and at Ohio University — the Office specialist in this field gave intensive assistance. The shortage of trained personnel is an ever¬ present problem, especially as colleges and universities are organizing new services for the children of veterans in attendance upon college courses. Services for exceptional children and youth have demanded unprec¬ edented attention since the conclusion of World War II. Never before has there been such obvious and widespread interest in the establish¬ ment of adequate facilities for handicapped children on a State-wide basis as well as in local school systems. The specialist in this field, who serves on both elementary and secondary levels, considered legis¬ lative and organizational problems with interested lay groups and with official educational agencies in Florida, California and Missouri. Increasingly emphasis is being placed upon the fact that the education of exceptional children cannot be limited to any one level of the school system. It must begin early and go with the child through his adoles¬ cent years until he has achieved optimum adjustment educationally, socially, and vocationally. The division has been represented on policy-making and survey committees, notably the Southern States Work Conference and the Policies Committee planning a self-survey of George Peabody College for Teachers. It was represented at meetings of the State education association in Minnesota, the State Congress of Parents and Teachers in Connecticut, at an Institute for Family and Community Living at Vassar College, at a conference on reading at the University of Pitts¬ burgh, at a workshop of the Virginia Elementary School Principals’ Study Conference, and numerous other State meetings. Services Through Working Conferences Several important conferences were sponsored or planned by the division which have a close relation and in many cases contribute to the effectiveness of the field services rendered. A major project has been the further development of the program of the Association of State Directors and Supervisors of Elementary Education. Two meetings of representatives of this group were held — one in St. Louis, the other in Washington. At the latter basic principles of elementary- school supervision were enunciated and plans for study through com¬ mittee groups were outlined. This association carries on a continuing program, and it is one of the vital forces for the improvement of elementary education in the States. Six committees of the organiza¬ tion are now at work, studying the following problems: (1) the characteristics of a good elementary school with regard to staff, grades included, size, program, organization, and criteria for evaluation; U. S. OFFICE OF EDUCATION 77 (2) the coordination of school and community services for a 12-month developmental program for elementary-school children ; (3) programs for children below 6 years of age; (4) techniques for the stimulation of curriculum development throughout a State, with fruitful partici¬ pation by teachers, parents, other lay groups, and resource persons; (5) programs for the continuous professional education of teachers; (6) school housing and facilities for a desirable educational program. A member of the division made plans with representatives of the Safety Research Institute and the National Fire Protection Associa¬ tion for a working conference in the Office designed to result in a curriculum guide for fire prevention in elementary schools. The resulting publication entitled, “A Curriculum Guide to Fire Safety,” is now available. A conference of visiting teachers and school social workers held in 1945 was followed up by the division. Its findings contributed materially to the establishment of policies for this important phase of educational service and were presented in an Office of Education leaflet under the title “Visiting Teacher Services: Report of a Conference.” Cooperation With Other Federal Agencies The division has worked on a number of joint projects with staff members of other F ederal agencies. The results have been ( a) a grow¬ ing coordination of Federal-State policies and programs relating to services for children, and ( b ) a strengthening of the services of the several agencies as they operate in the States and communities. Staff members have consulted with the Federal Public Housing Authority on planning for the conversion of surplus buildings into public schools and for their equipment as schools. They have co¬ operated with the War Assets Administration in sending out announce¬ ments of equipment and buildings for nursery and kindergarten education available to institutions enrolling veterans for a continua¬ tion of their education. They have prepared material for the Attorney General’s Conference on Juvenile Delinquency and participated in the panel discussions preparatory to the conference. They have co¬ operated with UNRRA on problems of the occupied countries. They have worked with the Children’s Bureau in relation to the National Commission on Children in Wartime, problems of school social work, problems of cerebral palsied children, school adjustments for slow- learning adolescents seeking to leave school to go to work, and on an inter-agency committee on youth employment and education. The work of this last named committee resulted in a publication (issued by the Children’s Bureau) entitled “Your Community and Its Young People.” 78 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 The Director of the division was a member of the President’s High¬ way Safety Conference and, as a member of the education subcom¬ mittee, helped to prepare a handbook on traffic safety education to be presented to the conference. Cooperation With Voluntary Professional and Public Service Organ¬ izations Members of the staff have likewise worked in close association with voluntary professional and public service agencies of national or regional scope. The Director of the division is president of the Association for Supervision and Curriculum Development. A staff member is secretary of the Association of State Directors and Super¬ visors of Elementary Education. Another is a vice president of the American Association on Mental Deficiency and the national chair¬ man of the Committee on the Exceptional Child of the National Congress of Parents and Teachers. They all have served on various committees or have otherwise given consultative service to many organizations well known for their con¬ structive services for children, including the following: Association for Childhood Education, National Association for Nursery Educa¬ tion, American Association of University Women, Child Welfare League of America, Women’s Joint Congressional Committee, General Federation of Women’s Clubs, American Association of School Social Workers, National Council of Teachers of English, National Society for the Study of Education, National Education Association, Edu¬ cational Policies Commission, National Society for Crippled Chil¬ dren and Adults, Inc., International Council for Exceptional Chil¬ dren, American Camping Association, Girl Scouts of America, Na¬ tional Fire Protection Association, American Automobile Association, National Planning Association, farm organizations, and labor organ¬ izations. In view of the wide dissemination which these agencies can give to professional findings and in view of their influence upon public opinion, the Office of Education is enabled greatly to strengthen its services to people at large. Consultation on International and Intercultural Problems At the request of the Division of International Educational Rela¬ tions, representatives of embassies and legations, UNRRA, and the State Department, the division has cooperated in helping to meet the varied problems of persons from abroad who have come in increasing numbers either to study intensively in the United States or to famil¬ iarize themselves with the general nature of our educational system. There have been many conferences with individual student visitors. For those wishing to study elementary education in general or special education for exceptional children and youth, the division staff U. S. OFFICE OF EDUCATION 79 members have suggested teacher-education institutions at which they might carry on their chosen work. Such service has applied to persons coming from the other American republics, from Poland, France, Australia, India, Denmark, China, Canada, England, and other countries. A group of 5 Chinese women visiting the United States under the auspices of UNRRA spent several days in conference with members of the division, who helped them plan their study programs while in this country. Samples of educational toys and equipment were selected and purchased with funds granted by China Relief and shipped to Chinese UNRRA for reproduction by Chinese in need of employment. Packets of printed materials and book lists were made up and sent to various countries, including Japan and Germany. One of the Division’s staff members has supervised a project of teacher education for teachers of Spanish-speaking children. Another has been a member of an Office committee to write a chapter for the 1946 Yearbook of the Department of Elementary School Principals on “Building World Good Will,” and is also a consultant to a com¬ mittee of representatives of Chief State School Officers working on a bulletin entitled “World Relations in State Educational Programs.” Research and Production It became increasingly evident during the war years that school programs must face unexpected adjustments and be prepared to meet the challenge of planning for a vastly changed world. The importance of long-time planning became a conviction of those who saw the new role of the schools in helping to build a permanent structure of peace. During these years the Office was a clearing house of information concerning the many postwar planning activities carried on by State and local school systems, educational organizations, and community groups. At the close of the war, a final study was made by the division of some results brought about by such planning on the State level. The findings were published under the title “State Postwar Planning in Education : Some Results.” Other publications permitted by the available printing fund, which represented intensive study and research and which have not already been mentioned, are as follows : How to Build a Unit of I York. — This is designed to be of help to teachers who wish to improve their instructional procedures through the use of units of experience. It is not easy to build a unit of work in teaching fundamental skills and concepts, that make optimum and coordinated use of the child’s experiences. It was in response to numerous requests for assistance that this bulletin was prepared. Curriculum Adjustment for Gifted Children. — This was the out¬ growth of several years of study on the part of a number of cooperating 80 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 educators interested in the education of gifted children. An Office specialist acted as coordinator of the study. Under the title as in¬ dicated, fundamental principles and current school practices are presented in relation to children of exceptional ability, with emphasis upon the tremendous importance of helping gifted and talented pupils to achieve their greatest potentialities both in self-realization and in service to society. Follow-up Report of the Terre Haute 'Workshop for Nutrition Education. — This is a publication growing out of the workshop on nutrition education held at Terre Haute State Teachers College in 1945. The importance of work in nutrition education is emphasized, and suggestions made for its successful operation on the elementary level. Education in Residential Schools for Delinquent Youth. — In co¬ operation with the National Association of Training Schools, the Of¬ fice had for several years been making a study of educational programs in institutions for juvenile delinquents. This publication is the out¬ growth of the study. It presents (1) principles that should be applied to the development of the educational program; and (2) suggestions for study by the faculty of a training school to evaluate and improve its own program. Schools for Children Under Six. — This is one of a series of periodic studies to show the current status of nursery schools and kindergartens. Schools for children under 6 years of age are assuming increasing importance as the result of a growing recognition that adequate be¬ havior guidance and health protection in early childhood is an econ¬ omy, as well as of an appreciation of the wartime nursery school serv¬ ice provided for children of women employed outside the home. The development of these schools has been followed by the Office of Edu¬ cation for a number of years, with attention given to increasing State legislative provisions, essential standards of operation, cooperative parent-school relationships, and the inclusion of nursery schools and kindergartens in the primary unit of the elementary school. Members of the staff have contributed 28 articles to professional journals, a chapter for the 1947 Yearbook of the National Society for the Study of Education on Recent History and Present Status of Education for Young Children, and another for the Yearbook of the National Association of Science Teachers on Time for Science Teach¬ ing in the Elementary School. They have also contributed to bul¬ letins and handbooks issued by the Association for Childhood Edu¬ cation, the International Council of Religious Education, the North¬ ern Baptist Convention, the Child Welfare League of America, and the National Association for Nursery Education. They have pre- U. S. OFFICE OF EDUCATION 81 pared many reference lists in the different fields of their specialties, as well as lists of materials and apparatus, to be used in answering re¬ quests for information. A film on Extended School Services has been produced to be available for loan. Collections of materials for loan or exhibit purposes might well be considered a part of the production activities of the Division. Such collections include samples of report cards used by local school sys¬ tems, loaned during the year to 54 committees in 19 States and Canada ; packets containing copies of State laws relating to schools for children under 6; an exhibit of pamphlets issued by State and local school systems and by colleges to explain the purposes, opera¬ tion, and values of nursery schools, kindergartens, and primary classes; a picture-story summary of the nutrition workshop (ele¬ mentary level) held in Terre Haute, which has been loaned to 100 persons or committee groups in various parts of the country; and a folding chart depicting various avenues for home-school cooperation, which has been loaned for the use of elementary supervisors’ conferences. The division has become a clearing house through which State supervisors of elementary education, including supervisors of special education, may keep in touch with the material issued by other States in these fields. Packet service is carried on whereby copies of all State bulletins on elementary education or on special education made available to the Office are sent to the respective State officials. Thus a coordination of purposes and unity of effort among the States are encouraged. Personal Service to Individuals All services described involve a vast amount of conference and correspondence with individuals, primarily professional coworkers concerned with the particular project under way. There is another large group of individuals, however, to whom the division gives per¬ sonal service in accordance wTith their immediate needs. Through conferences at the Office and through correspondence, staff members have made personal contacts with individual teachers, students, par¬ ents, and other citizens seeking information or advice. Some of the problems on which information or advice has been sought are listed here in order to exemplify the types of individualized service which staff members are called upon to perform : What ma¬ terial can I get for the use of a parent-education group? Where can I get inexpensive equipment for science in the elementary school ? To what school should I send my child who is mentally retarded? How should we plan the work of the visiting teacher in our school 726458 — 47 - 2 82 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 system ? What legislation should a laymen’s group support in rela¬ tion to education of young children ? What should a teacher-educa¬ tion institution offer in the preparation of elementary teachers? Where can I get training for teaching the handicapped ? How should our school system plan its program of extended school services ? What preparation should a State supervisor of elementary education have? These — and many others — are all-important questions to the per¬ son asking them. They are given the careful attention of the Office staff. Service to the individual inquirer, as in the larger realms of Office activities, is a definite contribution toward promotion of the cause of education. Some Major Problems of Elementary Education Throughout the year’s work there have been evident certain major problems characterizing elementary education of today. One of the foremost questions to be answered is : How can the elementary schools help to prevent juvenile delinquency? With the mounting rates of delinquency that are reported from various sources, the responsibility of the schools in this matter also mounts. There can be no evasion of the problem. The Division of Elementary Education should be able to carry on research, compile information, and suggest ways and means of coping with it through the schools. Closely related to this situation is the importance of developing a relationship between school and home that will reveal parents and teachers as partners in the program of education. There is a definite trend in this direction that needs to be strengthened materially, if child behavior is to be of a wholesome nature. Parent-teacher co¬ operation is being encouraged by the division. It is not surprising that children who are ill-nourished or who have physical defects of one kind or another deviate from normal behavior patterns. Moreover, the physical examinations of draftees have left no room for doubt that, if such defects had been taken seriously in early childhood, a high proportion of the rejections could have been prevented. A functioning health program in the elementary schools becomes, therefore, a matter of great concern to the division. With regard to teachers, we face one of the most critical situations ever encountered. Its increasing seriousness is evident from the fact that the number of emergency permits granted for teaching increased from 79,000 in 1945 to 108,000 in 1946. About three-fourths of these were in the elementary schools, where pupil progress and develop¬ ment are to so large an extent dependent upon the guidance of ade¬ quately prepared teachers. The recruitment of elementary school teachers and a well-balanced teacher education program that places emphasis upon functional values rather than upon the acquisition U. S. OFFICE OF EDUCATION 83 of subject matter alone are matters of first importance. What can the division do to help meet these problems ? Closely related to this situation is the inadequacy of educational op¬ portunity for children of migrants and for children in many rural and isolated areas. This is where the most crucial shortages of teach¬ ers occur, and where it is most difficult to plan and achieve vitally functioning educational programs. The division endeavors to advise on the kinds of educational opportunities children need under such circumstances. There has been great demand for materials that might serve as guides in this direction. The increased birth rate over the past 6 years is manifesting itself in kindergarten and first grade. One city reported a net gain of 472 pupils in elementary schools, with several hundred children waiting to get into kindergarten. The 3- and 4-year olds, too, are appearing in increasing numbers for nursery-school admittance. The develop¬ ment of emergency educational programs for this age group is leading to widespread acceptance of them as a regular part of the school sys¬ tem. The Division of Elementary Education should have more ade¬ quate facilities for giving information, carrying on research, and serv¬ ing in a consultative capacity in this entire field. The development of the community school, with community audi¬ toriums and meeting rooms, with game rooms and playgrounds, with community health facilities, as well as with more space, more labora¬ tories, and more work rooms for the children, is emerging as a means of bringing about a closer working relationship between school and community, teacher and parent. Many problems present themselves in planning such a program, with its instructional and organizational factors. Moreover, there is a change of attitude toward the school schedule. Shall the school year cover 12 months instead of 9 or 10 ? If so, what type of program shall it offer? Again, the Division of Ele¬ mentary Education has endeavored to assist with research and guid¬ ance. So also there are urgent problems of public relations, of the struc¬ tural organization of the elementary school in relation to junior high schools, of the type of program to be followed in extended school services, of optimum adjustments for handicapped children, of plans for continuous progress of children through the early grades, and of plans for reporting pupil progress. All of these — and others — are matters requiring intensive research, continuing study, and the nec¬ essary staff to carry on the work. SECONDARY EDUCATION Establishment of the Division The plan for the improvement and expansion of the services of the Office of Education as outlined in the 1944 Annual Keport provided for the establishment of a Division of Secondary Education, to be accom¬ plished in the fiscal year 1946. This provision was in keeping with the act of Congress of 1867 creating the Office of Education and desig¬ nating as its purpose (1) the collection of statistics and facts that show the condition and progress of education, and (2) the diffusion of such information respecting the organization and management of schools and school systems, and of methods of teaching as will aid the people of the United States in establishing and maintaining efficient school systems, and otherwise promote the cause of education through¬ out the country. The plan for a Division of Secondary Education was especially pertinent to this purpose owing to the fact that the period since the creation of the Office is largely the period of the development of high schools on a Nation-wide basis. This development is a most signifi¬ cant one, not only in American education but in the history of educa¬ tion throughout the world. No other country has undertaken to pro¬ vide, on the scale that has taken place in our land, free secondary education — following a program of elementary education of usually 8 years — for all youth. Every State has had on its statute books for many years provisions for public high schools. The serious manner in which the American public has regarded this assumption is indicated by the growth in secondary-school enrollments. In 1890 there were 357,813 persons, out of a total general population of 62.6 millions, enrolled in secondary schools. During the half century following, secondary-school enrollment increased ap¬ proximately 9 times as fast as did the general population and more than 20 times as fast as the population group 14-17 years of age. While much of this percentage increase occurred during the earlier decades of the great development of high schools, the decade from 1930 to 1940 shows that secondary-school enrollments increased 7 times as fast as did the general population and 10 times as fast as the popula¬ tion group 14-17 years of age. This phenomenal development of public secondary education has occasioned a need, on a national basis, for more adequate information, 84 U. S. OFFICE OF EDUCATION 85 and other forms of services, than the Office has ever been equipped to supply. Information and services provided by the Federal Govern¬ ment to State and local governments operating secondary schools, and to other leaders in this phase of education, are needed for the improve¬ ment of secondary-school programs. Organization of the Division The Division of Secondary Education was organized in August 1945. Previous to that time there had been but one specialist in the office bearing a title in secondary education. This staff member was the only person working full time in this educational level. How¬ ever, staff members representing functional areas such as vocational education, rural education, health education, and tests and measure¬ ments, served secondary education along with other levels for the respective functions their specialties represented. The organization of the division was effected with five professional persons, one serving as acting director, a divisional secretary, and three other clerical per¬ sons, all of whom were chosen from existing personnel. The 1946 budget provided for a director, three additional professional mem¬ bers, and one additional clerical person. The complement of the staff for the fiscal year was chosen during the next few months. The director entered upon his duties on November 30, 1945, and the other members during the next 5 months. The division is organized for operating purposes as follows : Office of the Director, which includes the director, the secretary to the director, with supervisory responsibilities for the clerical staff, and the assistant director, who serves as acting director in the absence of the director; Section on Organization and Supervision, and Section on Instructional Problems. At the end of the fiscal year, June 30, 1946, the staff consisted of nine professional persons and five clerical persons. The Office of Education is proceeding as funds are available to carry out the plan for the development of the division which ultimately calls for the employment of 74 professional persons. Pro¬ vision has already been made for the addition by the end of the calendar year 1946 of five more members to the professional staff, each of whom will devote full-time service to one of the following phases of secondary education : Large high schools, general adult education, pupil personnel, nonreimbursable home economics, and educational research. The plan for the expansion of the division is in keeping with what has taken place in the development of secondary schools and with the need for meeting present problems arising out of new and changed social, civic, economic, and intellectual situations. 86 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 Activities Upon establishment of the division by assignment of existing Office personnel, each professional person brought with him a program of ongoing projects. These, however, were not unrelated to the field of secondary education, as they were approved assignments carried over from the previous Division of General Instructional Services, which was not confined to any educational level, and from which all the personnel of the Division of Secondary Education was drawn. As specialists were able to undertake new activities, they were planned in accordance with the field of work to be served by the new division. In the case of each new staff member there were outlined and ap¬ proved studies and other forms of activities in which he would en¬ gage during the year. The Director received a large number of requests for field services, only a comparatively few of which could be accepted. He partic¬ ipated, for example, in the annual meeting of the College Entrance Examination Board held at New York; the meeting of the Sponsors of the Consumer Education Study undertaken by the National As¬ sociation of Secondary-School Principals at New York; the State meeting of the Tennessee Association of Secondary- School Principals, Nashville ; the meeting of the Commission on Accreditation of Service Experiences, American Council on Education, Chicago; the meeting of the Board of Trustees of the Educational Kecords Bureau, New York; the meeting of the Committees of the National Association of Secondary-School Principals on Curriculum Planning and Develop¬ ment, and Applied Economic-Core Curriculum; and the meeting of School Administrators, University of Pittsburgh. Advisory Committee on Secondary Education In accordance with the plan creating the division, there was ap¬ pointed an Advisory Committee on Secondary Education. This is a continuing committee with rotating membership based upon a 3-year term. The function of the committee is to advise the Division of Secondary Education with respect to : Types of services in which the division should engage. Specific projects, studies, or undertakings which should occupy the time and attention of the division. Facilities and procedures needed for carrying on the program. The membership of the committee is as follows : Francis L. Bacon, Principal, Evanston Township High School and Junior College, Evanston, Ill. Clarence E. Blume Principal, Central High School, Minneapolis, Minn. Roy L. Butterfield, Principal, Benjamin Franklin High School, Rochester, U. S. OFFICE OF EDUCATION 87 Frank W. Cyr, Teaches College, Columbia University, New York, N. Y. Hart, R. Douglass, University of Colorado, Boulder, Colo. D. H. Eikenberry, Ohio State University, Columbus, Ohio. Paul E. Elicker, Executive Secretary, National Association of Secondary- School Principals, Washington, D. C. Will French, Teachers College, Columbia University, New York, N. Y. E. H. Garinger, Assistant Superintendent of Schools, Charlotte, N. C. E. D. Grizzell, University of Pennsylvania, Philadelphia, Pa. Earl Hutchinson, Director of Secondary Education, State Department of Education, Augusta, Maine. Lloyd N. Morrisett, University of California, Los Angeles, Calif. Francis T. Spaulding, Commissioner of Education, State Education Department, Albany, N. Y. Sophie A. Theilgaard, Principal, Flower Technical High School, Chicago, Ill. Harry E. Wood, Director, Fine and Practical Arts and Vocational Edu¬ cation, Indianapolis Public Schools, Indianapolis, Ind. Galen Jones, Director, Division of Secondary Education, served as chair¬ man. The committee was called by the Commissioner to meet at the Office of Education, Washington, D. C., in May 1946. At the first session the Commissioner, Director, and other staff members reviewed the or¬ ganization and program as outlined to date for secondary education. The first discussion of long-range plans revolved around the services in guidance. With no dissenting opinion the members made it clear that they favored a much broader intrepretation of guidance than is implied in occupational information and guidance or than is possible under a plan which ties guidance services to vocational education. Although agreeing that occupational information and guidance are important, the major concern of the members of the advisory com¬ mittee was that guidance in the Office of Education should not stop there. Especially was it emphasized that much of the counseling service should issue from the classroom teacher, whether in English, social studies, science, or any of the other subjects. The discussion indicated that the members of the advisory committee desired to go on record regarding guidance service. Accordingly, the chairman appointed a committee to prepare a statement. The report included the following : The counseling of pupils in the secondary schools of the United States with respect to their educational and personal problems is one of the most neglected yet one of the most important functions of the school. Many schools recognize the importance of counseling, but because of lack of leadership and staff competency fail to come to grips with the vital prob¬ lems of youth. In only a few of our States do State departments of educa¬ tion provide effective leadership. Because of these facts the Advisory Committee of the Division of Sec¬ ondary Education believes that the Division should exercise vigorous lead¬ ership in this field both with respect to State departments of education and local schools and school systems. 88 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 The report was unanimously adopted as the judgment of the ad¬ visory committee. Another fundamental concept on which the members of the advisory committee expressed themselves repeatedly was the need for coordina¬ tion among the various subject areas. Mentioned were family life, health, recreation, consumer education, and other areas which would be served through more than one subject field. Coordination would need to be effected not only within the division but no less among the divisions of the Office. It was pointed out that, under the Commis¬ sioner’s plan, coordination among divisions would be brought about through committee action and through section chiefs in the various divisions. Members of the advisory committee felt this was desirable, but that in addition there should be emphasis upon generalization as • well as specialization in the organizational set-up. A third topic that was canvassed at length was education in the thirteenth and fourteenth years. A subcommittee report which in¬ cluded the following was adopted : It is the belief of this committee that from the viewpoint of the pupils and also of the curricula, grades 13 and 14 are essentially a part of sec¬ ondary education. Grades 13 and 14 in public-school systems, commonly characterized as the junior college, should be recognized as an integral part of secondary education. The high point of the conference was reached with the consideration of what should be the program of the division in the months and years ahead. One after another of the advisory committee members spoke out in favor of having the Office of Education give an effective leader¬ ship to secondary education— not direction or control, but a leader¬ ship which would bring together the best thought and procedures and inspiration obtainable throughout the Nation. Additional meetings of the advisory committee will be held during the 1947 fiscal year; and the deliberations of this group will. continue to influence the program and services of the Division of Secondary Education. Two of the four members appointed for initial 1-year terms are being continued on the advisory committee. The new members are The Rev. M. J. McKeough, the Catholic University of America, Washington, D. C., and Bertie Backus, Principal, Alice Deal Junior High School, Washington, D. C. Life Adjustment Training for the 60 Percent Regardless of the cause, whether it is the lack of availability of schools, of proper and suitable instruction, of economic sufficiency, or any other reason, there has never been more than 73 percent of the persons of secondary-school age attending school. The peak high- school enrollment occurred in the school year 1940-41 when it reached U. S. OFFICE OF EDUCATION 89 7% millions. However, for the graduating class of that year the sur¬ vival rate for every thousand children who had entered in the fifth grade, in 1933-34, was 836 in the eighth grade, 792 in the first year of high school, 688 in the second year, 594 in the third year, 512 in the fourth year, and 462 graduates. During the war years high-school enrollment dropped almost a million and a quarter. One of the crucial problems confronting any effort to increase the holding powers of the secondary schools is that of providing varied curricular offerings to meet the needs, interests, and abilities of youth of secondary-school age. Although economic necessity is frequently given as the reason for dropping out of the secondary school, expe¬ rience indicates that the great majority leave school because they do not find activities which challenge them, because the learning experiences are not suited to their abilities, and because life inside the school does not seem as real as it does outside the school. In an attempt to stimulate consideration of this problem, Dr. Charles A. Prosser, who in the summer of 1945 was attending a voca¬ tional conference in Washington, D. C., called to give final approval of a report on Vocational Education in the Years Ahead, introduced the following resolution : It is the belief of this conference that, with the aid of this report in final form, the vocational school of a community will be able better to prepare 20 percent of its youth of secondary-school age for entrance upon desirable skilled occupations ; and that the high school will continue to prepare 20 percent of its students for entrance to college. We do not believe that the remaining 60 percent of our youth of secondary-school age will receive the life adjustment training they need and to which they are entitled as American citizens — unless and until the administrators of public education with the assistance of the vocational education leaders formulate a com¬ parable program for this group. We, therefore, request the United States Commissioner of Education and the Assistant Commissioner for Vocational Education to call at some early date a conference or a series of regional conferences between an equal number of representatives of general and of vocational education — to consider this problem and to take such initial steps as may be found advisable for its solution. The resolution was adopted and transmitted to the United States Commissioner of Education, who instructed the Divisions of Voca¬ tional Education and of Secondary Education to collaborate in the preparation of plans to carry into effect the Prosser resolution. As a result a 2-day pilot conference was held at the call of the Commis¬ sioner, in New York City, April 11 and 12, for the purpose of discus¬ sing and giving cousel relative to the agenda for regional conferences, the kind and number of such conferences that should be held, and the techniques and practices to be employed in conducting them. 90 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 194 6 The personnel of the conference was composed of leaders in general and vocational education from nearby States and of representatives of the Office. An agenda was approved for use at regional conferences, topics that should receive consideration were pointed out, and recom¬ mendations made as to the number of regional conferences that should be held and what regions should be included. A regional conference was held in Chicago on June 10 and 11, 1946. Twenty outstanding educators from both the public schools and universities in nearby States attended on invitation of the Commissioner. The conference gave strong endorsement of the proposal to stimulate consideration of better programs and expanded educational opportunities for the group of youth with whom the Prosser resolution deals. The present plan is for three more regional conferences to be followed by a national conference for making recommendations. School Organization and Supervision Organization The Section on School Organization and Supervision was organ¬ ized as a separate unit with the appointment in November 1945 of the Office specialist in secondary education as chief, and three other pro¬ fessional persons. All the members of this section were assigned from present personnel in the Office. Consequently the section came into existence with a going program of projects. As these were com¬ pleted, others were outlined and approved, with due regard to the assigned functions of the section. Veteran Education The end of the war, coming within the fiscal year, profoundly affected the emphasis in activities under way and gave direction to many of the new undertakings. The education of veterans is a case in point. The significant service given to veteran education by the high schools of the Nation has largely gone unheralded. Still in some of the larger cities the enrollment of veterans runs to 4 or 5 percent, even as high as 8 percent, of the total enrollment in day and evening high schools. In several smaller systems the education of veterans has the characteristics of a major undertaking. The division is endeavoring to keep abreast of this development both by studying its extent and by making special studies of those veteran programs which appear to have especial merit. A study of status was completed and published during the year and an investigation of outstanding veteran programs is in progress as the year closes. Evaluation of High-School Credit The return of veterans to high schools has brought with it many problems relative to granting of credit, issuance of high-school diplo- U. S. OFFICE OF EDUCATION 91 mas, and the like. While the most urgent need for evaluation of credit concerns the returning veteran, the entire concept of granting credit for out-of-school as well as for in-school experiences has far-reaching significance which will be with our schools long after the veteran has departed. State departments generally have established regulations or recom¬ mendations for procedures in evaluating training and experience gained in ways other than spending 120 clock-hours in a high-school classroom. Some of those procedures refer only to veterans; others are broader in their application. Some of the evaluations are accomplished through comparing certified descriptions of courses or experiences in the armed forces while others are made on the basis of examinations in specific subjects or in the general educa¬ tional development tests — tests designed to measure mental maturity in several fields. During the year a study of the use of examinations and out-of -school experiences for high-school credit was made. This study brings to¬ gether the new provisions which States have developed recently on this subject. It is especially timely because of the number of veterans who desire high-school credits and diplomas in order to enter college. However, the study also reopens the whole question of what constitutes high-school credit and training. Aptitude Tests Just as the experiences with testing during World War I had im¬ portant effects upon intelligence testing, so the widespread use of aptitude tests in World War II may have significant contributions to make to testing programs in the schools. The possible uses of some of these tests are being explored in a few high schools cooperating with the Office for that purpose. It is expected that reports on this project will become available during the coming school year. The project is a study of the new emphasis and direction for testing in secondary schools brought about by the research activities in measurement in the War Department. Broadening the Services in Small High Schools In the small schools, also, procedures are being tried out looking toward expanded services and new ways of providing effective educa¬ tion for youth in small towns and rural areas. One of the researches begun during the year has for its purpose the identification and study of small schools which have developed noteworthy extensions of their curriculum and other services. In connection with this project, letters have been sent to 95 leaders in secondary and rural education in an effort (1) to determine the major factors which limit the services of small high schools to rural 92 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 youth, (2) to ascertain the most effective internal plans or procedures which have been devised for broadening such services, and (3) to secure lists and make studies of small high schools which have been exceptionally successful in providing effective services to their com¬ munities. The data supplied are being supplemented through docu¬ mentary research. The plan is to report the findings of this study in one or more bulletins. Public Relations for Rural and Village Teachers One of the chief reasons why rural schools as a group inadequately serve their communities is that neither the teachers nor their super¬ visors have given much attention to the problem of explaining these schools to the people or of planning with the patrons the school’s activities and organization. In 1945 the Commissioner appointed a committee of outstanding rural-school and public-relations specialists, headed by Otis A. Crosby of Detroit, president of the School Public Relations Association, to consider this situation and to prepare an authoritative report on the subject. The result was a document published by the Office of Educa¬ tion (Bulletin 1946, No. IT) . It is written in a popular style, addressed directly to the rural teachers. It also contains many suggestions on good public relations helpful to rural-school administrators and to those charged with the preparation of teachers for these schools. School-Work Programs During and after the war there has been a great deal of work per¬ formed in industry and business by high-school students who have entered on part-time employment while they were still enrolled in school. From a condition under which many young persons were unable to secure employment of any kind, youth of high-school age were by wartime demands suddenly catapulted into a situation in which their assistance was solicited by employers. So insistent were the urges of good wages and of doing their bit that many boys and girls were tempted to drop out of school and go to work full time. Faced by this condition, many high schools developed plans under which pupils might be released from school during part of the day in order that they might accept part-time employment. A study of such combined school and work programs undertaken jointly by the Office of Education and the Children’s Bureau of the Department of Labor was nearing completion at the end of the year. School Census, Compulsory Education, and Child Labor Somewhat related to problems encountered in programs involving attendance in school coupled with part-time employment is a publica- U. S. OFFICE OF EDUCATION 93 tion entitled “School Census, Compulsory Education and Child Labor” (Bulletin 1945, No. 1). This study is a State-by-State ac¬ count of the State laws on the school census, compulsory education, and child labor. The account is useful as background material for the reorientation necessary for a national reconsideration of school attendance problems. Industrial Arts Industrial arts departments in the public secondary schools are suffering an especially severe handicap as a result of war conditions. Teachers in this phase of work were in such demand as instructors in programs for the training of workers for war industries and as skilled and technical workers in such industries that their ranks were very much depleted. A comparatively large number of vacancies could not be filled and many others were filled only by waiving desirable stand¬ ards for teachers. Furthermore, during and since the war, equipment and other facilities for instruction have been available only to a very limited degree. As a consequence, there exists a problem relative to providing adequate instruction in this area of education. As an aid to the solution of this problem, the Committee on Standards of Attainment of the American Vocational Association, on which the Office is represented, revised in accordance with present-day needs a previous publication and issued it during the present year as a bul¬ letin entitled, “Improving Instruction in Industrial Arts.” School Lunch Legislation For more than 10 years now Federal funds in varying amounts and under varying plans have been used to help State and local school districts to provide lunch services for their children at school. This fact, plus the growing distances between home and school, the em¬ ployment of many mothers, and other developments in our economic and social life, has brought about rapid increases in the number of schools which have school lunch programs and the children partici¬ pating in them. Statistics on these developments indicate that about 55,000 schools, or about one of every four, now provide school lunches and that ap¬ proximately 7,500,000 children, or about one of every three, participate in such lunches. The statistics also show that slightly more than half of the schools having lunch programs, and two-thirds of the children participating in them, do so with the assistance of Government funds. This means that despite the recent rapid growth of this movement only one of every eight of all of the schools in the United States, and only two of every nine of all of the children attending school, now receive noon lunches with the aid of the Federal Government. 94 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 During this year efforts were made by this Office (1) to study exist¬ ing legislation relating to Federal school-lunch grants, (2) to cooperate with other Government agencies, with State and other school authori¬ ties, and with various organizations, in developing principles and plans for sound programs, (3) to compile necessary statistical and other factual data, (4) to analyze and assess outcomes of projected proposals, (5) to supply the most authentic information available on school-lunch developments to the press and to other information out¬ lets, and (6) to assist in every way possible to put school lunch grants upon the soundest possible basis. On June 4, 1946, Public Law 396 was finally enacted. This law achieves the following results: (1) Federal school-lunch subsidies are now placed upon a permanent basis, thus giving the schools definite assurance as to the financial assistance they can count on from the Government; (2) it provides financial assistance in equipping lunch¬ rooms, thus making it possible for the smaller schools in the poorer school districts to install a lunch program; and (3) it places the responsibility for administering these funds jointly upon the United States Department of Agriculture and the State educational authori¬ ties. However, Law 396 does not provide help to enable the latter to do their work effectively, neither does it provide for the development and employment of a professionally trained personnel. Statistics of Public High Schools During the war years the high schools of the United States have shown decreasing enrollments, partly because the lower birth rate of the early 1930’s was making itself felt, partly because of other factors, many of them related to wartime conditions. There are evidences through reports coming in from individual schools and school systems that this decline in the high-school enrollment curve is being arrested. Some school systems are even showing a slight rise in the curve, although it is yet too early to predict that this is the beginning of a reversal in trend. The Office has through the years supplied basic statistics which have shown the trends in the numbers of schools, pupils, graduates, and teachers in the high schools of the Nation. A recurring publication giving such information has been a chapter in the Biennial Survey of Education entitled “Statistics of Public High Schools.” With the coming on of the war the assembling of this information was inter¬ rupted. During the school year 1945-46 there was launched jointly by the Division of Secondary Education and the Research and Sta¬ tistical Service a study which will bring up to date and on a com¬ parable basis the fundamental facts regarding the statistical position of public secondary education in the United States. U. S. OFFICE OF EDUCATION 95 Cooperation With Educational Organizations and Government Agencies Inevitably the staff members of the Section on Organization and Supervision are called upon to serve as committee officers, committee members, or consultants for a variety of organizations and agencies both outside and within the Government. Frequently these cooper¬ ative arrangements involve program appearances ; often they call for preparation of manuscript in the form of committee reports or memo¬ randa ; generally they result in magazine articles ; always they require attendance at meetings or conferences. Among the more important such responsibilities discharged during the year were the following: The National Child Labor Committee completed a field study of work-school programs in a small number of large cities. For this purpose, there was created a special advisory committee which aided in planning the program of study, reviewed the report, and gave approval of the manuscript for publication. The Office of Education cooperated in this undertaking by assigning, on request, one of its staff as a member of the advisory committee. The Office continued to completion during the year its cooperation with the National Society for the Study of Education in the prepara¬ tion of a manuscript on Industrial Arts. A staff member was chair¬ man of the Committee selected for this purpose. The manuscript has now been published as a chapter in the yearbook of that society. A member of the staff served as secretary-treasurer of the American Educational Research Association and as member of a committee of this agency on researches in education carried on in the armed forces. Another staff member was secretary of the National Committee on Coordination in Secondary Education. The Joint Committee on Rural Sanitation, a committee composed of representatives of various Government agencies, established a subcommittee for the development of a bulletin on Rural Food Sani¬ tation. A member of the division is chairman of this subcommittee. The Inter-Agency Committee on Migrant Labor selected a member of the division to be chairman of a work group to develop recom¬ mendations on how to provide educational opportunities for the chil¬ dren of migrant workers. The Cooperative Study of Secondary School Standards has been building up its funds in anticipation of a major revision of its evalu¬ ative criteria and procedures which were released in 1940 and have been used by thousands of high schools since that time. The division continued assignment of one of its members as secret ary-treasurer of this organization. The division continued cooperation with the American Dental Association by designating one of its members as consultant to the Committee on Dental Health for Children and Youth. During the 96 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 year the committee prepared a manual on dental programs for young people in which schools cooperate. Other cooperations in which members of the section on organization and supervision served were : Consultant to the research committee of Phi Delta Kappa. Membership on the Inter-Agency Committee on Educational Allowances. Membership on a committee on teacher exchanges established jointly by the Department of State and the Office of Education of the Federal Security Agency. Services on two committees of the American Vocational Association — one on industrial arts policy and planning committee, the other a com¬ mittee on standards of attainment in industrial arts. Service with the Rural Service Division of the National Education As¬ sociation in developing an effective program for meeting postwar agricultural and economic problems of the Cotton Belt. Instructional Problems Organization The Section on Instructional Problems became a reality in the latter part of the 1946 fiscal year with the appointment of a Chief, a Special¬ ist for Social Sciences and Geography, and a Specialist for Science. The Specialist for Health Instruction, Physical Education, and Athletics had been assigned to this section at the time the Division of Secondary Education was established. The Specialist for Social Sciences and Geography and the Specialist for Science began their duties on February 15, 1946; and the chief of the section entered upon his duties April 24, 1946. On March 28, 1946, an Inter-Divisional Committee on Education in the Natural Sciences was appointed “to insure careful consideration throughout the Office of a program of studies and services by the Office of Education in the field of natural science.” The Specialist for Science was named chairman of the inter- departmental committee. On April 22, 1946, an Inter-Divisional Committee on School and College Health Services* Health Instruction, Physical Education, and Athletics was established. The Specialist for Health Instruction, Physical Education, and Athletics was appointed chairman of this committee. The fiscal year closed with four professional workers. The pro¬ jected plans for the section call for specialists in each of the broad fields of learning, working as a unified team in assisting school dis¬ tricts and State systems to improve instruction in the secondary schools of the Nation. Studies The Specialist for Health Instruction, Physical Education, and Athletics conducted an informal study to determine the Cooperative U. S. OFFICE OF EDUCATION 97 Arrangements Between Departments of Health and Education in the Various States . The results of the study were made available to State departments of health and State departments of education and other interested groups. There is also in process a study of the Functional Status of State Health and Physical Education Programs. The many changes in legal and other requirements regarding instruc¬ tion in health and physical education in the various States have caused schools to develop significant improvements in their programs. This study will reveal the actual status of these developments. It is expected that the study will be published by the Office during the 1947 fiscal year. A bibliography of secondary school science courses of study was published in School Life, November 1945. It consisted of a review of 43 annotated bibliographical citations for the secondary school level. There is under way an exploratory study to secure informa¬ tion from the various States and territories regarding in-service train¬ ing programs provided for science teachers. This information will be of value to the many science departments which, due to war condi¬ tions, are staffed with teachers who possess but limited training and experience for their work. The Specialist for Social Sciences and Geography made prelimi¬ nary plans for a study to consist of an inquiry into the teaching of United States history. The inquiry, as planned, will reveal impor¬ tant characteristics of the nature and extent of these courses. The question has been raised as to whether or not American youth have proper and adequate opportunities to learn the history of their country. This study represents an effort to secure the facts. A preliminary schedule of information to be secured was prepared in the fiscal year 1946 and plans were developed for securing the coopera¬ tion of State departments of education in conducting the study. The periodic report, issued by this Office, on subject enrollment in public high schools was interrupted by the war. Such studies reveal trends and developments in curricular offerings and are of much value not only to those working with curriculum development in this Office but also to curriculum planners in secondary schools, teacher training institutions, and State departments of education. In order to secure current data and to provide comparisons with previous years, there is under way, in cooperation with the section on Research and Statistics, plans for making a study to cover such data for the year 1946-47. Consultative Services The Specialist for Health Instruction, Physical Education, and Ath¬ letics served as the officially appointed consultant in health educa- 726458—47 - 3 98 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 tion to the Health Education Section of the United States Public Health Service. He also provided leadership and consultative serv¬ ices in connection with a total of 6 workshops and 28 conferences through which hundreds of school workers in all parts of the Nation in the field of health, physical education, and athletics received oppor¬ tunities to become more skillful and competent in their work. This specialist assisted a group of non-Federal agencies to develop effective programs of health services for employed groups. He provided con¬ sultative service for the Southern States Work Conference on Educa¬ tional Problems covering 14 States. This conference prepared a document entitled Suggestions for State and Local Studies of Health and Physical Education in the Southern Region. He served as a con¬ sultant to the State department of education and the faculties of seven universities in California in the improvement of teacher training programs ; and he worked with the State department of education and the State universities in North Carolina in the development of im¬ proved State health programs. He worked with the Midwest Physical Education Association and a number of State health and physical education associations in planning their programs of action. The Specialist for Science served as a consultant to committees of teachers working for the improvement of science instruction in the States of North Carolina, South Carolina, and Georgia. He also served as chairman and consultant for the Western Area Science Leadership Training Institute held at Oakland, Calif. He consulted with leaders in State departments and public schools in Salt Lake City, Utah, Denver, Colo., Lincoln, Nebr., and Columbus, Ohio. The Specialist for Social Sciences and Geography and the Specialist for Science served as members of the staff making the survey of the public schools of Delaware. After spending a week in school visita¬ tion, they prepared reports containing their findings and recommenda¬ tions and submitted them to the chairman of the survey. The Special¬ ist for Social Sciences served as a consultant to the committee working on social science courses for the agricultural and technical institutes of New York State. He acted as consultant to social studies curriculum committees in Cleveland, Milwaukee, Indianapolis, Cincinnati, as well as to similar committees from several communities in the State of Washington. He was a consultant to the Committee on World Rela¬ tions in State Education Programs which had been appointed by the chief State school officers for the purpose of preparing a document to aid the States in this important work. This specialist acted as con¬ sultant to the Cooperative Test Service of the American Council on Education in the preparation of specifications for a new series of achievement examinations in history, and assisted with the prepara¬ tion of specifications for a new history section on the graduate record examination test, American Council on Education. U. S. OFFICE OF EDUCATION 99 The Chief of Instructional Problems served as consultant to the Bureau of Educational Research, College of Education, University of Alabama, in connection with the survey of the Mobile, Ala., public schools. A written report of the findings and recommendations re¬ sulting from this visitation and consultation was prepared for the use of the survey staff. He served as a consultant in the Maryland State Department of Education sponsored curriculum workshops at Towson State Teachers College and at Bowie State Teachers College for Negroes. Since the principal purpose of the workshops was to produce resource units for use in the rapidly developing junior high schools of the State, the personnel of the 11 working committees at each workshop represented careful selections from among the most able teachers and administrators in Maryland. During the 2 -week period, 10 complete resource units and a manual for teachers were prepared. Cooperative Services The Specialist for Health Instruction, Physical Education, and Ath¬ letics served as chairman of an inter-agency committee which did the research for, prepared, and published a statement of the “Health Needs of School-Age Children and Recommendations for Implemen¬ tation” (School Life, vol. 28, No. 2). He was a member of a na¬ tional committee on school health policies as well as several other im¬ portant national committees working in the field of health, physical education, and athletics. Participation in the activities of these numerous committees involved the preparation of many bulletins and reports. This specialist assisted with the preparation of a yearbook to be published by the Department of Rural Education, National Education Association, dealing with health and physical education for rural schools. He also worked with a committee of the National Congress of Parents and Teachers in making plans for the national meeting of that organization in which emphasis was given to the health needs of school-age children. He represented the Office of Education on the National Conference for Cooperation in Health Education in connection with the work of preparing handbooks for school adminis¬ trators, school physicians, and school nurses. In April 1946 he was named vice president of the American Association for Health, Phys¬ ical Education, and Recreation, of the National Education Association. Members of the section participated in the conferences of many State and national organizations of which the following are illustra¬ tive: American Association of School Administrators; American Political Science Association ; National Education Association ; Ameri¬ can Association for Health, Physical Education, and Recreation; Association for Supervision and Curriculum Development; National Council for the Social Studies ; National Science Teachers Association ; 100 ANNUAL REPORT, FEDERaL SECURITY AGENCY, 1946 American Association for the Advancement of Science; Society of State Directors of Health and Physical Education; American Public Health Association; National Recreation Association; and various associations of the National Education Association. Even though three of the four members of this section entered upon their duties late in the fiscal year, over 50 invitations to make public addresses were accepted. These addresses were made before audiences ranging in size from 50 persons to 600 persons and located in 26 States and the District of Columbia. They met extensive correspondence dealing with inquiries from teachers, administrators, and others seek¬ ing information on professional and related aspects of instruction in not only the subject matter fields represented by the existing specialists but also in all other fields at the secondary school level. Responses to such inquiries coming from every State in the Union have gone forward from this section in numbers averaging over 300 per month. The Specialist for Science served as president of the National Science Teachers Association in which connection he worked with several com¬ mittees of the association, some of which worked jointly with other organizations, such as the American Association for the Advancement of Science, the Department of State, the Consumer Education Study of the National Association of Secondary-School Princi¬ pals, the National Better Business Bureau, the American Associ¬ ation of Teachers Colleges, the United States Soil Conservation Service, the United States Forestry Service, and the Bureau of Naval Personnel. Among the accomplishments of these committees were: (l)The preparation of a report on Science Course Content and Teach¬ ing Apparatus Used in Schools and Colleges of the United States, (2) the preparation of a report on Specifications for Commercial Sup¬ plementary Teaching Materials for Science, (3) planning a report on minimum standards for science laboratories as a basis for accrediting training institutions for teachers, and (4) planning a report on the Preparation of High School Science and Mathematics Teachers. Among services rendered to committees and organizations by the Specialist for Social Sciences and Geography were the following: (1) Member of a planning committee for the Institute on the Position of the United States in World Affairs, jointly sponsored by the Civic Education Press and American University, (2) representative of the National Council for the Social Studies on the Committee on Inter¬ national Relations appointed by the National Education Association, (3) membership on a committee appointed by the National Council for the Social Studies to cooperate with the Treasury Department in pre¬ paring a bulletin on inflation, (4) membership on an Office of Educa¬ tion committee to cooperate with the Department of Justice in plan¬ ning a Conference on Juvenile Delinquency, (5) assistance to the U. S. OFFICE OF EDUCATION 101 Navy Department by rating the National contest essays of high school students on the subject, “What the United States Navy Means to Me,” and by reading for historical accuracy the manuscript on the United States Navy for use in the indoctrination program for enlisted men. and (6) cooperation with the National Education Association in the preparation of a bibliography for use by educational workers in Korea. In addition to those already referred to, members of the section pre¬ pared the following articles : ( 1 ) A section on the metric system in science teaching for the current yearbook of the National Council for Teachers of Mathematics; (2) an article on cooperative efforts for the improvement of science teaching in secondary schools (this paper was read at the meeting of the Society for the Promotion of Engineering Education held in St. Louis, June 1946. The paper will be printed in a forthcoming issue of the journal of that society) ; and (3) co¬ authorship of chapter V, “The Measurement of Understanding in the Social Studies,” 45th Yearbook of the National Society for the Study of Education, 1946. VOCATIONAL EDUCATION In addition to the responsibilities for administering the federally aided program of vocational education, the Vocational Division was concerned with three major activities during the fiscal year, namely: (1) closing of wartime interests and activities with the necessary ad¬ justments thereto; (2) salvaging useful assets growing out of specific war training programs administered in cooperation with the States by the Vocational Division; and (3) helping the States to accomplish the objectives set up in the bulletin entitled “Vocational Education in the Years Ahead.” This bulletin, published during the year, was the re¬ port of a committee appointed to study vocational training problems in the postwar years. Enrollments in vocational classes for the fiscal years 1945 and 1946 are shown in table 1, by type of program. Figures for 1945 are the latest for which complete reports are available. Figures for 1946 are based upon preliminary reports from the States and may be revised. Table 1. — Enrollment in federally aided vocational classes by the type of pro¬ gram, fiscal years 1944-45 and 1945-46 Type of program Enrollment 1944—45 1945-46 i Total _ _ _ _ _ _ _ _ _ _ 2. 012, 931 2, 205, 397 Agriculture _ _ _ .. _ . . . . 446.953 152, 781 890, 464 522, 733 494, 182 173, 475 911, 592 626, 148 Distributive occupations _ _ _ _ _ _ Home economics _ __ _ _ _ _ _ _ Trade and industry _ _ _ _ _ _ 1 Provisional figures, subject to final review of State reports. Federal, State, and local funds expended for vocational education during the fiscal years 1945 and 1946 are shown in table 2 by type of program. Expenditures given for 1945 are the latest for which com¬ plete reports are available, while the expenditures reported for 1946 are based upon preliminary reports from the States. Agricultural Education At the beginning of the school year the total number of teachers of vocational agriculture was 6,547, which represented a loss of about 400 from the previous year. Although final figures are not yet available, 102 U. S. OFFICE OF EDUCATION 103 it is known that many teachers returned during the year from their war activities and that the total number of vocational agriculture teachers will likely be about the same as in 1945. Table 2. — Expenditure of Federal , State, and local funds for vocational education by type of program, fiscal years 1944-4$ and 1945-46 Source of funds Expenditure by type of program All programs Agriculture Distributive Home eco¬ nomics Trade and in¬ dustry * 2 3 4 5 6 1944-45 Total _ Federal.. . . . State . . Local . . 1945-46 1 Total.. . Federal . . State. . . . Local . . . $65, 638, 689. 84 819, 151, 605. 90 81, 932, 776. 62 818, 217, 859. 30 826, 336, 448. 02 20, 004, 573. 38 15, 344, 815. 44 30, 289, 301. 02 7, 137, 391. 95 4, 423, 239. 37 7, 590, 974. 58 941, 836. 13 562, 281. 68 428, 658. 81 5, 097, 062. 60 4, 396, 867. 48 8, 723, 929. 22 6, 828, 282. 70 5, 962, 426. 91 13, 545, 738. 41 867, 747, 985.38 819, 785, 998.11 82, 213, 907. 38 818, 656, 047. 95 827,092, 031.94 18, 561, 448. 11 16, 451,118. 45 32,735, 418.82 6, 618, 216. 25 4, 540, 336. 55 8, 627, 445. 31 961,224.06 642, 997. 75 609, 685. 57 4, 425, 185. 27 4, 833, 166. 94 9, 397, 695. 74 6, 556, 822. 53 6, 434, 617. 21 14, 100, 592. 20 1 Provisional figures, subject to final audit of State reports. Source: Digest of Annual Reports of State Boards for Vocational Education. Special Programs A special grant program in food preservation continued during the year until the end of December. In this program 429,061 persons were enrolled in approximately 3,200 food preservation centers. The number of quarts of fruits, vegetables, and meat canned amounted to 29,554,059, not including dehydrated and frozen food. Just before the end of the fiscal year Congress appropriated $1,337,- 000 for a food conservation program extending from June 10, 1946, to June 30, 1947. Program Planning The central theme of regional conferences and presentations made by representatives of the Office before meetings and in consultations was pointed specifically to developments in agricultural education that appear desirable in the years ahead. Among the more striking features to receive consideration in the transition fi;om war to peace are the establishment of area schools in several States where this form of expansion appears desirable in rendering more effective service to farm people, rebuilding and strengthening the basic fea¬ tures of the Future Farmers and New Farmers of America through resumption of many activities curtailed during the war period, and added emphasis to in-service training of employed teachers of voca- 104 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 tional agriculture for upgrading poorly qualified war emergency teachers and .to enable former teachers, following prolonged service in the armed forces, to adapt new program features. Typical of the need for emphasis directed to in-service training of employed teachers is the report of teacher turn-over in one State, revealing that 85 different teachers were employed in 17 positions during the 4 war years. Other postwar developments to receive emphasis are: The reopening of many hundreds of departments closed during the war due to a lack of teachers; special measures to acquaint school officials with the purposes of vocational agriculture in the public schools ; the establishment of local advisory councils for agricultural education in many States; the systematic follow-up of all-day students to full establishment in farming through young farmer and adult farmer classes ; the elimination of prorated teachers of vocational agriculture; the expansion of the program to many new centers to attain greater accessibility for instruction in agri¬ culture; added emphasis on the preparation of teachers in the field of farm mechanics and agricultural engineering in order to meet the demands of an increasingly more highly mechanized agriculture ; and in preemployment teacher training programs to increase the amount of time devoted to directed teaching and observation and to expand the participating experience of trainees to include all aspects of a complete program in agricultural education. Improving the pro¬ gram of vocational agriculture so as to more effectively serve all farm people is the goal in the years ahead. Veterans 1 Training Veterans’ training in agriculture is organized and uniformly oper¬ ated by the Veterans’ Administration in cooperation with the United States Office of Education. After the passage of Public Law 846, the Veterans’ Administration took the position that the Agricultural Education Service of the United States Office of Education, through the same services in the various States, was in the best position to provide the type of farm training needed by veterans who expected to farm. The representatives of the Veterans’ Administration in Washington and the Veterans’ Administration in the several States met in re¬ gional conferences with the regional agents in agricultural education for the purpose of developing uniform policies relating to the opera¬ tion of the training program. Following these conferences, the agent in agricultural education, the State Veterans’ Administration, and the State staffs in agricultural education met in conferences within the States for the purpose of developing a State plan for veterans’ training in agriculture which represented the contract between the U. S. OFFICE OF EDUCATION 105 State Veterans’ Administration and the State Board for Vocational Education. Whenever the plan included the training of veterans under Public Law 16, the Veterans’ Administration in Washington also approved the State plan. After the training program had been under way in the States for several months, the Retraining and Reemployment Administration representatives met with representatives of the United States Office of Education for the purpose of determining the policies relative to farm training for veterans from the standpoint of on-the-job training and self-proprietorship training. The RRA, as a result of these conferences, assumed jurisdiction over the on-the-job farm training, and left the responsibility for institutional-on-farm training to the Agricultural Education Service. A document entitled “Recom¬ mended Criteria for Schools Offering Institutional-on-Farm Train¬ ing of Less Than College Grade for Veterans” was issued for use in the States. Teacher Training The effects of the war on agriculture and the program of agricul¬ tural education, the training needs to be met, and the basic features of the program in vocational agriculture all need to be taken into account in redeveloping and improving the program of agricultural teacher training. Features which have been promoted in agricultural teacher training during the year through the medium of regional meetings, publications, cooperative surveys and conferences represent a con¬ tinuation of the work of the preceding year. In addition, a comprehensive study was initiated relating to the character of training provided beginning teachers of vocational agri¬ culture in the field of farm mechanics and agricultural engineering. This study is being carried out in cooperation with the American So¬ ciety of Agricultural Engineers. The A. S. A. E. national committee, in projecting its program for the improvement of training for teachers, held one session to initiate the formulation of course material designed to achieve the objectives of the first report of the committee. Two regional meetings of State supervisors and agricultural engineers have been held to forward the purposes and objectives stated in the report of the national committee of representatives of vocational agriculture and the American Society of Agricultural Engineers which was de¬ signed to improve the training of teachers in vocational agriculture. Corresponding meetings have been held in many of the States. Negro Housing Project Negro teacher trainers in agriculture and home economics prepared a bulletin entitled, “An Educational Program for Improving Housing 106 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 194 6 Conditions of Negro Farm Families,” which was issued in mimeo¬ graphed form and used experimentally in 98 centers in 17 States during the year. Farm Youth Organizations The Future Farmers of America and the New Farmers of America, integral parts of the vocational agriculture program, have continued to provide valuable training and experience to students of vocational agriculture. Both the FFA and NFA held a national convention in 1945. Although attendance was limited, plans were made to redirect the activities of these organizations so they can be of most service in our reconversion effort. One of the major war emergency achievements last year by these organizations was the production and canning of approximately 1,000,000 cans of food for war relief. Membership in both of these farm boy organizations increased during the year and there was also an increase in the number of local chapters. Research The major project this year was the completion of the report of the Committee on Standards for Vocational Education in Agriculture. This report is based on an evaluation of 400 local programs and the findings have an important bearing on the forthcoming revision of the policy bulletin and the State plans. Subject Matter The service resumed its subject matter activities during the year. An agent in the service has been assigned to consult with specialists in the United States Department of Agriculture so that supervisors and teachers may be kept informed about new and other appropriate subject matter. Business Education In making the adjustment from a wartime to a peacetime program, constructive help was given to States in rebuilding supervisory staffs, expanding teacher-training programs, building long-term occupational training programs, developing cooperative relations with trade, pro¬ fessional, and educational associations, and planning cooperative pro¬ grams of research. Supervision During the war there was a 95 percent turn-over of State super¬ visors. At the beginning of the fiscal year 16 States were without the services of a State supervisor for the distributive phase of business education and approximately 30 of the States did not employ a supervisor who was responsible for both the office training and distrib- U. S. OFFICE OF EDUCATION 107 utive phases of business education. In accordance with the recom¬ mendation in Vocational Division Bulletin No. 234, Vocational Education in the Years Ahead, the Service has encouraged the em¬ ployment of qualified head supervisors of business education who would give leadership and direction to all phases of business education. Teacher Training The inevitable de-emphasis of preservice teacher training during the war, particularly as it related to the training of teachers and co¬ ordinators of the distributive phase of business education ; the serious shortage of qualified teachers, coordinators, and supervisors in every phase of business education ; the rapid turn-over of teaching and super¬ visory personnel ; and the need for greatly expanded local programs for youth and adults made it necessary that major emphasis be given to the rebuilding and expansion of teacher-training programs on both a preservice and in-service basis. Assistance was given by professional staff members to the States and teacher-training institutions in developing adequate preservice teacher-training programs. The service promoted the organization of such preservice training on a cooperative basis in which adequate technical and professional training supplements occupational experience. During the year the service in cooperation with a representative group of supervisors, teacher-trainers, and businessmen began the development of an in-service or graduate course in business teacher¬ training that combines work-experience, job analysis, and curriculum building to insure a proper balance and integration of technical train¬ ing, professional training, and business experience ; and to provide for the continuous improvement of teachers and supervisors by keeping their training and business experience current and adjusted to con¬ stantly changing needs. Staff members conducted or participated in area and State confer¬ ences of supervisors, teachers, and coordinators. Assistance was given in local program planning and in the improvement of methods of pro¬ moting, orgahizing, and conducting classes for employed adults. Staff members also conducted institutes for the training of confer¬ ence leaders and teadhers of the supervisory courses in job-instruction training, human-relations training, and job-methods training. The demand for supervisory courses comes from department heads, super¬ visors, junior executives, personnel directors, training directors, and managers in a great variety of business establishments and organizations. Cooperation With Government and Non-Government Agencies The service extended its cooperative relations with the United States Department of Commerce, various trade associations in the fields of 108 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 distribution and office management, and with professional and educa¬ tional associations. Cooperative relations were maintained with these agencies in the interest of mutual understanding, cooperative research and planning, and for the development of instructional materials and Nation-wide training programs. Program Planning As the war-born emergencies affecting both personnel and training programs began to disappear, it became possible to rebuild and enlarge the program on State and local levels. Emphasis was placed during the year on helping the States to determine and identify training needs and in planning a well-balanced, comprehensive, and long-range training program to meet these needs. Assistance was given in devel¬ oping a program which would include such elements as appropriate training for youth and adults; supervisory training for managers, department heads, and other supervisory personnel in business estab¬ lishments; courses for the training and upgrading of owners and managers of small businesses; veteran training programs for the business occupations ; and collegiate technical training in business ad¬ ministration, particularly distribution. Research Activities The service assisted teachers and supervisors, students of education, and professional organizations in planning and conducting studies and investigations dealing with or having a direct bearing on specific problems involved in establishing and operating classes and programs for various business occupations. For returning servicemen and others wishing to establish or reopen small businesses of their own, an instructor’s manual was developed for a course in the principles of selecting, organizing, and managing small business enterprises. The content of the manual was based on results of a study carried on in cooperation with trade-association executives, wholesalers, retailers, representatives of State boards for vocational education, and the Department of Commerce. The manual was made available to boards of education and other agencies carrying on training programs for persons starting small business enterprises and for owners and managers of small businesses already in operation. A comprehensive study of practical and successful methods of organizing, supervising, and teaching business education was contin¬ ued during the year with the assistance of a special advisory committee of educators, trade and professional association representatives, and businessmen. Initial steps were taken in the development of a series of suggested research studies in cooperation with Delta Pi Epsilon, national U. S. OFFICE OF EDUCATION 109 honorary research fraternity in business education. The purpose of this project is to determine and report the areas of business education for which findings of studies and investigations are inadequate or nonexistent though urgently needed. In this connection a conference of representative businessmen, educators, and research specialists was held in Washington for the purpose of sharing with the staff their experiences with reference to needed research. Research activities also include the completion of a series of job analyses carried on in cooperation with the personnel group of the National Retail Dry Goods Association and the education committee of the National Restaurant Association. The purpose of these studies was to determine specific subject matter content, to indicate the rela¬ tive importance of instructional topics, to establish profiles of various jobs in retail organizations, and to provide a scientific approach to the selection of students for cooperative part-time retailing classes. Initial steps were taken in planning and coordinating a series of State conferences of teacher trainers, local school administrators, and State school officials to consider what research is most urgently needed in teacher training and how teacher-training institutions can contribute to the improvement of research. The first of this series of conferences was held in Kentucky. Cooperative research relations were initiated with New York Uni¬ versity, whereby the business-teacher-training department of that institution made available to this Office, without cost, a member of its staff for a period of time for the purpose of assisting the Business Education Service in .carrying on a research project. Home Economics Education During the war, home economics education workers at Federal and State levels and teachers throughout the country assisted with (1) the national nutrition program, including nutrition education and school lunches; (2) the war food production and conservation programs; (3) the food-rationing and price-control program; (4) homemaking and family relationship problems in housing developments and in industrial centers; (5) the planned spending and saving campaigns of the Treasury and the Office of War Information; and (6) the work of the American Red Cross in home nursing, first aid, nutrition, and sewing. For home economists in education there can be no definite closing of interests and activities affecting homes and families because of the transition from a wartime to a peacetime basis. Nutrition education ; conservation of food, clothing, household furnishings and equipment ; management of the home and constructive use of all resources avail- 110 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 able ; home care of the sick ; and child care and human relationships are equally important in peacetime and continue to be stressed in all home economics instruction. Assistance to the States In program planning — Perhaps the most important contribution made to the program planning by the staff during the year was the preparation of the chapter on Homemaking Education in the bulletin, V ocational Education in the Years Ahead. The central theme of the four regional conferences held dur¬ ing the spring of 1946 was program planning. The Central Regional Conference dealt entirely with homemaking education for adults as a part of program planning. In these conferences a total of 461 home economics education workers — State and city supervisors, teacher trainers, and heads of college home economics departments — con¬ sidered together problems involved in regional and State planning. The consultant for family life education visited three of the four experimental centers and gave consultant service in planning com¬ munity-wide programs of family life education in nine other centers. With the assistance of a regional agent she also gave consultant serv¬ ices in the initiating of a city-wide program of homemaking educa¬ tion for adults. In the North Atlantic region a working conference for city super¬ visors of home economics was attended by 56 persons — city supervi¬ sors, State supervisors, and conference consultants. Emphasis was on plans for the development in cities of expanded programs of home economics and for space and equipment. A member of the staff served as school lunch consultant for the Southern States Work Conference at Daytona Beach, participated in the workshop for school lunch supervisors and managers at Teachers College, Columbia University, and helped to prepare lists of equip¬ ment for school lunches for the Surplus Property Board. A publi¬ cation, Planning and Equipping School Lunches, was prepared in cooperation with the Inter-Departmental Cooperating Committee on School Lunches. A bulletin, Opportunities in Home Economics for Girls — A Guid¬ ance Aid, was prepared for use by school administrators, counselors, and teachers in advising high-school pupils on the place of homemak¬ ing education in their program of studies. Planning space and equipment for homemaking instruction is one phase of State and local program planning. Revision of the bul¬ letin on Space and Equipment for Homemaking Instruction pro¬ gressed. Two staff members worked in five States on recommenda¬ tions for space and equipment for the teaching of child development and in nine other States on equipment for home economics. U. S. OFFICE OF EDUCATION 111 In curriculmn study and revision. — Staff members worked with home economics faculties on curricula in 27 of the 106 reimbursed teacher-training institutions. The length of time given to concen¬ trated work at institutions with one exception ranged from 1 to 10 days. One staff member spent three weeks in Hawaii giving special assistance in the study of the curriculum at the university. A staff member carried a large share of the responsibility for (1) a conference on evaluation of textiles and clothing work which was attended by 50 representatives from colleges and universities in the Central region — a follow-up of the textiles and clothing conference held in 1944, and (2) a conference on teacher-training and curriculum. Two staff members directed a 2- week workshop of college teachers of family relationships from 14 institutions. Regional agents worked with entire State supervisory and teacher¬ training staffs in six States on problems of adjustments in curricula and revision of study guides and courses of study. Cooperative stud¬ ies of city programs of home economics education were made in two cities, and follow-ups were made of cooperative studies in two other cities. In two city systems, assistance was given to supervisors in planning changes in curricula for junior and senior high schools. Consultant service was given in a State conference of city supervisors of home economics in which problems of curriculum in home eco¬ nomics in city schools were considered. One regional agent worked with representatives of a State teachers college in planning a workshop for supervisors and school adminis¬ trators on the organization and administration of homemaking edu¬ cation programs for adults. Another assisted directly in the planning of workshops for teachers in three States. In the in-service training of supervisors and teachers. — A confer¬ ence in the Pacific region on State supervision, led by a staff mem¬ ber, was attended by 18 State and assistant State supervisors from 11 States. Other staff members participated in workshops or State conferences for teachers in five States. The regional agents for the Southern and North Atlantic regions conducted the annual interregional home economics teacher-training conference for Negroes. The main theme was planning ahead in education for home and family living. A staff member worked with supervisors and teachers in five States on problems in connection with the teaching of child development at the secondary-school level. In stimulating and making studies and investigations. — A staff member served as consultant to the home economics research com¬ mittee of the American Vocational Association in drawing up plans for and carrying on a national study of factors affecting the supply of home economics teachers; made a compilation of abstracts of dis- 112 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 sertations and professional studies in home economics since 1942; and worked in five States with persons directing or engaged in home economics education research. In the development of two national youth organizations — The staff gave assistance to the national adviser and to State supervisors and State advisers in the further development of the Future Homemakers of America and the New Homemakers of America, both of which were organized in 1945. At the end of the fiscal year the Future Homemakers of America had 168,057 members in 4,332 chapters in 45 States, Puerto Rico, and Hawaii, and the New Homemakers of America had 19,762 members in 579 chapters in 15 States, representing a gain for the former of over 73,000 members and for the latter of over 9,800 members during the year. In interpreting the homemaking education program of the schools. ■ — A staff member interviewed all persons from other countries who came to the Office for advice on home economics programs, provided them with home economics teaching materials and bibliographies, helped plan their itineraries, made necessary contacts with State per¬ sonnel to assure the visitors an opportunity of seeing the type pro¬ grams in which they were most interested, and advised on selection of college departments in which to study. Homemaking Education in the Secondary Schools , a bulletin de¬ signed to answer requests from agencies, national organizations, and visitors from other countries for information on how the homemaking education program is organized, what it includes, and the methods of teaching used, was completed. Cooperative Work With Other Agencies and Organizations The staff worked with other divisions and sections within the Office on practical nursing education, better housing for Negro farm fam¬ ilies, and services to visitors from other countries who were interested in home economics education. Assistance was given to 14 national organizations on various problems and projects related to home and family living; and cooperative work was done with 13 divisions of five Government agencies. Trade and Industrial Education The termination of the war production training program did not necessarily mean that either the representatives of the United States Office of Education or State authorities in trade and industrial educa¬ tion were involved in radical reconversion problems. Most States have continued their regular Smith-Hughes and George-Deen pro¬ grams through the war period. The representatives of the United U. S. OFFICE OF EDUCATION 113 States Office of Education had consistently followed the policy, be¬ ginning with the national defense training program in 1940, of advis¬ ing State boards for vocational education not only to continue the regular program but to maintain standards as well. Some of the contributions which the war production training pro¬ gram made to the regular program in trade and industrial education follow : 1. The widespread cooperation between the school authorities and private governmental agencies and groups during the war established trade and industrial education on a more solid basis. 2. The speed with which it was necessary to train military personnel and war workers necessitated the development of highly effective teach¬ ing methods. This experience has resulted in a greater effort on the part of teachers and supervisors in trade and industrial education to improve instructional materials and teaching methods. 3. The large amount of equipment purchased for the war production training program has reverted to the States for peacetime use. 4. Many trade-training programs established in new areas during the war are being continued on a permanent basis. An especial effort was made during 1946 to cooperate with the States in the improvement of instruction in trade and industrial education. In pursuance of this purpose, the Office of Education assigned the four regional agents to study the work being done in the development of instructional materials and teaching methods in the industrial educational curriculum center for New York City and environs. After completing this task the agents immediately visited certain selected States to encourage and assist in the organization of similar projects. The representatives of the Office cooperated with several groups during the year, as follows : 1. The National Association of State Supervisors and Teacher Trainers in making a study of the functions required in the operation of a local program of trade and industrial education, with special emphasis on the problems of instructional methods and content. 2. The National Safety Council in preparing a school shop safe practice pamphlet and in revising their bulletin entitled, “Safety in School Shops.” 3. The National Safety Council Committee in devising methods for the improvement of safety education in schools and colleges. 4. The Army and Navy in providing basic information regarding instruc¬ tional materials for job training. 5. The National Housing Authority in formulating plans for apprentice training in the building trades. 6. The representatives of the New York Central, the Union Pacific rail¬ roads, State officials in trade and industrial education and the Ap¬ prentice Training Service in planning and organizing a program of training for apprentices in six trades for the railroad industries. 7. State officials in trade and industrial education in numerous States in training teachers, coordinators, local supervisors, and directors, and 726458—47 - 4 114 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 194 6 in developing instructional materials particularly for the building trades. The study entitled V ocational Education in the Years Ahead con¬ tributed to the progress in trade and industrial education during the year in many ways. Probably the most immediate and direct value growing out of the work on the publication resulted from the numer¬ ous conferences held with State officials throughout the Nation. Post¬ war problems received serious and extended consideration at these meetings in so far as it was possible to determine them. The bulletin proved particularly useful as supplementary material for conferences and summer-school courses. Part I, which deals with the broader aspects of the social and economic problems affecting the Nation, has been a source of information for State boards for vocational education in their efforts to plan training programs for the future. One of the most significant outcomes of the meetings conducted to determine the content of the bulletin grew out of the fact that the discussions emphasized the inadequacy of the public schools in meeting the major needs of all youth. In light of available data, the members of the conference were of the opinion that the college preparatory and vocational programs were probably serving with a reasonable degree of effectiveness not more than 40 percent of young people in so far as occupational needs are concerned. Therefore, almost two-thirds of the youths are not provided a comparative opportunity. A com¬ mittee representing both general and vocational education was ap¬ pointed to deal with this problem. A number of meetings were held during the year for the purpose of determining the chief factors in¬ volved as a basis for recommendations regarding the type of program that should be organized to meet the needs of these young people. Aid was given foreign school representatives who were seeking information concerning the program of trade and industrial educa¬ tion in the United States. These persons were not only given advice and counsel regarding the organization and administration of trade and industrial education, but were provided bulletins dealing with training methods and content materials. In some instances itineraries were planned to enable them to study trade and industrial educatinal programs in operation. Employee-Employer Relations Improved relations and a clearer understanding of vocational edu¬ cation on the part of organized, interested groups, including labor and management, have resulted from the wartime vocational training ac¬ tivities. Many of the States and local communities are continuing the use of representative advisory committees set up for the war train¬ ing programs in order to maintain labor and management coopera- U. S. OFFICE OF EDUCATION 115 tive participation in the transition from wartime activities to the regular long-term vocational education programs. Counsel and advice from such committees has been especially helpful in veterans’ training programs conducted by the public schools. In addition to his work of promoting better employee-employer relations, the employee-employer relations consultant, at the request of the Governor of the Panama Canal Zone, assisted in the conduct of a survey of training needs and in making a report which included recommendations for the improvement and further development of the vocational education program in the Panama Canal Zone. Public Service Training With the close of World War II and the gradual shift of emphasis back to the regular program of vocational education, more attention has been given to improving the efficiency of publicly employed per¬ sonnel. The public service training consultant assisted representatives of State boards for vocational education in connection with plans for organizing, maintaining and improving programs of training for public servants ; conducted demonstration instructor-training courses and conferences to increase teaching personnel in States ; appeared on national and State fire-training programs; prepared instructional materials ; maintained working relationships with the various agencies and organizations concerned with improving the efficiency of public employees such as the American Municipal Association and the Fed¬ eral Bureau of Investigation; and also served as chairman of the Na¬ tional Fire Protection Association’s Committee on Firemen’s Train¬ ing. Continued from the previous fiscal year was a project carried out with the Office of the Chief of Engineers, Army Service Forces, War Department, in which the consultant served as coinstructor in a series of three 30-liour fire instructor training schools held at Denver, Colo., Memphis, Tenn., and New York City. Some 75 men of designated service commands received instructor training. Occupational Information and Guidance Forty-two States are now providing specific supervision in occupa¬ tional information and guidance. To serve these at the Federal level, the Occupational Information and Guidance Service during the year has been engaged in stimulating an understanding of technical skills ; developing clear patterns of administrative relationships from State supervision to a program in a small school; developing the analysis of the knowledges and skills involved which require training not now available in many areas; and promoting and suggesting patterns for 116 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 this training, both pre-service and in-service; serving as liaison among national public and private agencies, organizations, and institutions which are engaged in guidance work. Another activity has been that of serving as a central agency to answer those requests related to guidance work which any student, professional person, or citizen may make. Program Developments The staff of the Occupational Information and Guidance Service assisted in many phases of program developments. The field special¬ ist visited 27 States, 56 cities, and 17 colleges. He participated in 1 national conference, 2 regional conferences, and 12 State conferences. Other members of the staff rendered field service in areas of work in keeping with their special assignments. The following are representa¬ tive types of assistance given to States in program planning : Training activities. — The pre-service and in-service training of counselors has been accepted as a major responsibility by most States Much of the work of the Service this year was in the nature of a fol¬ low-up of two regional conferences held in April 1945 of colleges and universities engaged in the professional preparation of guidance work¬ ers in an effort to encourage them to develop and improve facilities for providing training in guidance work for teachers and counselors. Developing plans for the organization of in-service training was car¬ ried on in such work conferences as those held by Nebraska and other States. Michigan, West Virginia, Georgia, and other States were given assistance through their State staffs or colleges in their in-service training work, usually organized on a local or county basis. Promotional work. — Some of the common types of promotional work occupying the attention of the States in which staff members of this Service have rendered assistance are as follows : 1. Visiting, with State officials, local schools and participating in con¬ ferences arranged for guidance workers, and in many instances for the entire staff. 2. Issuing publications and other material at the national level ; stimulat¬ ing research, and the preparation of bulletins and other sorts of pub¬ lications at the State level; acting as a reviewing agent for State material. 3. Participation of staff members in the States with State personnel in meetings of professional organizations. Cooperation with other services of the Vocational Division. — Another phase of program building has been the cooperation of the Service with other units of the Vocational Division and the State Supervisors of Occupational Information and Guidance in developing material, practices, and procedures useful to vocational teachers and students. Some of the activities were the results of follow-up on practices and techniques outlined in the bulletin entitled “Selection U. S. OFFICE OF EDUCATION 117 of Students for Vocational Training.” Professional assistance has been rendered to many States in the development and publication of bibliographies for counseling with vocational students. These re¬ vealed sources, kinds, and uses of occupational information. Direc¬ tories of training opportunities with particular reference to training opportunities available for veterans and adults were included. State school officials were aided both by this Service and their own State supervisors in the supplying of needed information in the curriculum studies. Two staff members from this Service worked in the State¬ wide survey of vocational education in one State. Research projects. — The Occupational Information and Guidance Service, in cooperation with the Division of Higher Education, made a Nation-wide study of the offerings in the fields of guidance and personnel work in colleges and universities, which is useful to personnel workers, administrators, teachers, counselors, and college staffs. Another research project at the national level was determining the number of schools providing organized instruction in a course in occupational information, whether or not it was prescribed, and at what grade or achievement level. Stimulation and assistance to the States have been offered in the making of surveys of guidance practices in the States, the number of personnel assigned to specific phases of guidance work, and the amount and content of the training which guidance workers had. Development of basic concepts through various types of conferences. — Program planning with the States included the development of certain basic concepts, such as the understanding that guidance is a responsibility of the school and that each staff member has a con¬ tribution to make. Much time and effort have gone into this type of work through field visits, correspondence, national and regional con¬ ferences. The instigation of studies and the preparation of material at the State level were encouraged. Local conferences to which school administrators were invited were a common means of work. A national conference of State supervisors of occupational infor¬ mation and guidance was held in Denver, Colo., to consider problems of program development and administration. Fifty State supervisors of occupational information and guidance, counselor trainers, and State school officials from 33 States devoted an entire week to a work¬ ing conference. Such problems as State administration, local admin¬ istration, in-service training and local supervision, techniques, occu¬ pational information, and services from the Federal office were on the agenda. Eight working committees previously set up gave specific reports on the following topics : In-service training, the certification of guidance workers, occupational information, evaluation of guidance programs, administrative provisions for guidance programs in small schools, school-leaving record, and terminology. The reports of these 118 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 committees have been distributed. Some of the reports are significant of new trends in guidance work and should develop into further ex¬ ploration. Standing committees with an expanded membership have been organized for each topic and it is expected that the work of these committees will result in further reports at a later date. Service as a national resource in the guidance -field . — In spite of the handicap of being short two staff members, considerable assistance was given to agencies which have guidance-related projects. Active cooperation has taken place with the following agencies: The De¬ partment of Labor, National Vocational Guidance Association, Pub¬ lic Health Service, National League of Nursing Education, the Re¬ training and Reemployment Administration, the Southern States Work Conference, professional associations requiring editorial or writing services on occupational briefs, the Council of Guidance and Personnel Association, the Council of Social Agencies, the American Vocational Association, and others. Cooperative ventures have or will eventuate in joint publications and should be useful to students, guid¬ ance workers, and school officials. Miscellaneous activities . — Members of the staff participated in var¬ ious conferences and workshops interested in problems related to guid¬ ance work. Particular significance is attached to participation in group work involving public school and college administrators. Prob¬ lems included patterns of guidance services for different types of administrative units, surveying the best practices for establishing on-campus guidance programs, and extension of training opportuni¬ ties for guidance workers. Continuing close cooperation between the United States Employment Service and this Service eventually will affect publications of both agencies and result in relationships bene¬ ficial to students at time of entering permanent employment. Staff members have supplied many articles to magazines and professional journals. Several manuscripts are awaiting printing. Many short mimeographed releases have been prepared. Table 3. — Funds available for allotment to States from Smith-Hughes and George-Deen Acts, fiscal year ending June 80, 19Jf6 Purpose Smith-Hughes Act George-Deen Act Total _ _ _ - i $7,285,122.03 2 $14,483,000.00 Agricultural education _ _ _ - _ _ 3, 058,452. 99 3 3,111,913.15 4,066,465.00 4, 056, 857. 50 4,051,677.50 1, 254, 000. 00 1,054,000.00 Trade and industrial education _ _ _ __ _ . __ Home economics education _ . _ _ Distributive occupations _ _ _ Teacher training. _ _ _ 1,114, 755.89 1 Includes appropriation for Hawaii and Puerto Rico under separate authorizing acts. Total appropria¬ tion Smith-Hughes Act, $7,167,000; Hawaii, $30,000; Puerto Rico, $105,000. 2 Allotments to the States are made on the basis of this amount as authorized in the act. Actual appro¬ priation for fiscal year 1946, $14,200,000 2 Allotment for home economics included in trade and industrial allotment, not to exceed 20 percent for home economics. HIGHER EDUCATION The transition period of war demobilization and reconversion brought demands for peacetime services by institutions of higher edu¬ cation that are probably unprecedented in the history of America. During 1946, national leadership in higher education was in constant demand and that demand continues to increase. Gigantic war training and production programs have been discontinued, and their lessons for the future should be interpreted and recorded before they are for¬ gotten. Perhaps the greatest peacetime educational undertaking of any national Government in all history was initiated in the passage of the Servicemen’s Readjustment Act of 1944 and related legislation, which provided higher, secondary, and vocational education for vet¬ erans. The shortage of teachers and prospective teachers has con¬ tinued undiminished in both colleges and schools. Accompanying a marked shortage of qualified staff members in higher education was a serious shortage of college housing and other plant facilities. These shortages have developed at a time when more than a half million vet¬ erans and a backed-up flow of tens of thousands of young war workers are returning to the schools. During the year, there was renewed interest in the field of curriculum and course revision. Such interest is intensified by the growing con¬ sciousness of the new role of America in international affairs, of the need for more effective civic instruction, of new applications of the physical sciences, and of new developments in health, transportation, construction, and other fields. Important new instructional elements are insistently demanded in the entire postwar pattern of knowledge, ideas, and attitudes which constitute the subject matter of higher education. Changes in personnel during the year included the retirement of the Director, Dr. Fred J. Kelly, at the end of 15 years of distinguished service, and the appointment of Dr. John Dale Russell as his successor. A specialist in engineering education was added to the staff of the division, the Office’s specialist in Negro education was transferred to it, and the specialist in the education of school administrators, who had returned from Army service, was transferred to another division of the Office. Study of Vocational Education of College Grade The investigation of vocational education of college grade which was initiated during the previous year was completed. The report was 19 120 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 prepared through cooperative action of the staff and it is titled, Bul¬ letin 1946, No. 18, Vocational Education of College Grade. The report describes the evolving program of intermediate education covering the indeterminate area between the work of the trade school and the pro¬ fessional school. Such intermediate work, including certain essential elements of general subject matter necessary to meet broad educational objectives in addition to purely vocational instruction, is increasingly in demand by veterans and others who desire college training that will prepare them for life and a job in less than 4 years. This and related types of college preparation, customarily given in community colleges, technical institutes, college lower division terminal curricu- lums, and similar institutions and units, are assuming an importance which must increasingly be taken into account by school men, Govern¬ ment authorities, and the general public. Teacher Shortage and Its Remedies The shortage of teachers, which was one of the most serious of all wartime problems in education, continued through the year with little or no improvement either in the schools or in the colleges. The number of emergency permits issued to public school teachers increased from 79,000 to 108,000, and many colleges reported unfilled vacancies on their staffs. Enrollments in teacher-preparation institutions contin¬ ued to lag, amounting in October 1945 to less than two-thirds of the enrollments in 1940-41. To meet the nationally recognized need for more and better quali¬ fied teachers, the specialist for teacher education devoted considerable time to the preparation and dissemination of materials useful in the placement, recruitment, certification, and employment of teachers. Divisional staff members participated in national conferences on teacher personnel problems, the most important being the National Emergency Conference on Teacher Preparation and Supply, which was organized by the National Education Association, and attended by approximately 300 representatives from practically all States. Progress during the year in the improvement of teachers’ salaries and working conditions was continuous, although rather slow. To regain the quality and extent even of prewar educational services may require from 2 to 5 years. Progress during the coming year will depend to a considerable extent upon the effectiveness of current efforts to inform the public accurately and fully concerning the nature and extent of current public school and college teacher shortages and the means required to remedy them. Services in Preservice Teacher Education An example of staff participation in national conferences devoted to the improvement of teacher education is afforded by the work of a U. S. OFFICE OF EDUCATION 121 staff member in the Third School for Executives, held at Chautauqua Lake, New York, June 17 to 27. This work conference on teacher- preparation problems was sponsored by the American Association of Teachers Colleges and affiliated groups. It was attended by approxi¬ mately 175 presidents, deans, and other executives and staff members of teachers colleges and of colleges, as well as representatives of various schools, school systems, and educational organizations. Most of the States were represented. Eight major and a few minor working groups were organized to discuss problems proposed by those attending, several addresses by prominent educators and others were delivered, and a number of processed reports were prepared on current educational areas of interest. Since the problems studied were de¬ cided upon by vote of the widely diversified membership of the group, the subject matter of the reports indicate some of the aspects of teacher education that were of greatest interest in the country during 1946 : Teacher recruitment and selection; leading the professional growth of faculties; faculty organization and administration; general edu¬ cation; child development and improvement of direct experience of prospective teachers; regional general college work; college self- evaluation; and development of international understanding. The nature of the problems in teacher education to which the staff gave attention in 1946 is further illustrated by the fields of inquiry of primary concern in the meeting of the Eastern States Association of Professional Schools for Teachers in New York City, which was attended by more than 1,000 students and faculty members, and in which the divisional staff was represented. These topics included: Revision of teacher-preparation curricula to meet the needs of the postwar world, teachers and international understandings, real life appraisal of teacher-education problems, needs and interests of stu¬ dents, improvement of teacher certification, and development of stu¬ dents in the power to think through the solutions to educational problems on their own initiative. Staff members of the Office completed their work in a State-wide investigation of teacher education in State supported institutions, as a part of the Mississippi Study of Higher Education, initiated the preceding year. Periodical Publication The periodical, Higher Education, publication of which began in January 1945, was continued. Volume 2 was started with the issue of September 1, 1945, and closed with the issue of May 15, 1946. Eighteen issues were published. In accordance with basic purposes of the Office of Education, the publication includes information concerning Federal policies and activities related to higher education, reports of studies made by staff 122 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 194 6 members of the Office, and materials from colleges, universities, and educational organizations and associations. The purpose is to aid the people of the Nation, and particularly those who formulate and execute policies for higher education, in establishing and maintaining efficient schools, colleges, and universities. The periodical is also a means whereby people of other nations may learn about higher edu¬ cation in the United States. Higher Education is sent free to college and university presidents, deans of most of the schools in higher institutions, and a limited num¬ ber of other officials, and to a number of public libraries. Others may receive it, at a subscription rate of 75 cents a year, from the Superin¬ tendent of Documents, U. S. Government Printing Office, Washing¬ ton 25, D. C. Land-Grant Colleges and Universities The Office carried on the usual reporting and certification activities relating to the land-grant colleges and universities. During the year 1944-45 these 69 institutions enrolled 154,425 civilian and 38,890 mili¬ tary students in residence, a total of 193,315. This number was smaller than the enrollment in 1940-41 by 79,077. A total of 25,952 degrees were conferred, of which number 3,151 were graduate degrees. The income of the land-grant colleges and universities for general and educational purposes for the year 1944-45 was $278,121,756, of which $115,429,772, or 42 percent, was from Federal sources. An additional amount of $5,920,933 was received for physical plant and $11,643,441 for additions to endowment. These figures may be com¬ pared with similar data for 1940-41, in which year the total income for educational and general purposes was $172,186,672, about 18 per¬ cent of it from Federal sources. The amount received by the land- grant colleges and universities for the year 1944-45 in accordance with the Second Morrill Act, the Nelson amendment, and the Bankhead- Jones Act (title II, sec. 22) was $5,030,000. Visits of 1 to 3 days’ duration were made to 3 land-grant colleges and universities for the purpose of studying their programs and learn¬ ing about new developments in their organization and activities. A member of the staff attended the annual meeting of the Association of Land-Grant Colleges and Universities. During the fiscal year 1946 the Division, in cooperation with a committee appointed by the executive committee of the Association of Land-Grant Colleges and Universities, began a study of. curricula of less than degree length in the land-grant colleges and universities. Such curricula have been offered for years in these institutions. Cur¬ rently there is a renewed interest in them. The study is being made to provide some guidance for institutions now offering or planning to offer curricula of this type. U. S. OFFICE OF EDUCATION 123 Howard University During the fiscal year 1946, the seventy-ninth in the history of How¬ ard University, the institution operated 12 schools and colleges, en¬ rolled approximately 5,130 students, and employed a teaching staff of 334 persons — 209 on a full-time basis and 125 on a part-time basis. The total expenditures for the year, exclusive of auxiliary enterprises and scholarships, was approximately $1,779,100, of which amount $1,117,527 was from the Federal Government. During the year Dr. George A. Works conducted an educational survey of Howard University under the auspices of the Administrator, Federal Security Agency. The Division of Higher Education served as staff headquarters for the survey. Two members of the staff rendered extensive professional service to the project; one made a study of certain factors which influence the demand for graduate and professional instruction of Negroes, and the other made a study of the educational program of the University. The survey was aimed at making an evaluation of certain programs and needs of the Uni¬ versity, and it was intended particularly to consider the relationship of the Federal Government to the institution. Dental Education and Research The Office maintains a cooperative relationship with dental education and research, which is carried on by a member of the Division. He serves as: (1) the chairman of the standing Committee on Teaching of the American Association of Dental Schools; (2) a member of the Committee on Research of the American College of Dentists; and (3) a member of the Committee on Research in Examinations of the National Association of Dental Examiners. The Committee on Teaching of the American Association of Dental Schools is engaged in a project to improve dental teaching. During the fiscal year 1946 two committees of dental teachers — one for histology and one for oral diagnosis — appointed by the Committee on Teaching made reports which were published in the Journal of Dental Educa¬ tion and considered in some detail at the annual meeting of the Asso¬ ciation. Committees have been appointed for physiological chemistry, orthodontics, and radiography, and they are now preparing reports on these subjects. The Committee on Research of the American College of Dentists awards grants-in-aid for research on dental problems, most of which 'is carried on in dental schools. The Committee on Research in Examinations of the National Asso¬ ciation of Dental Examiners is undertaking to prepare extensive lists of examination questions for use by boards of dental examiners. 124 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 Post-War Reconversion in Higher Education Colleges and universities have been engaged in the task of adjusting staffs, programs, and physical facilities to meet the demands for education that have followed in the wake of World War II. As a continuation of activities reported in the 1944 and 1945 Annual Re¬ ports, the staff of the Division has devoted a major portion of its time in responding to requests from college officials for counsel and assistance on the immediate tasks of taking action on postwar plans that had been devised to provide education for veterans and others. These postwar plans did not call for a mere reconversion to prewar college practices; they were calculated to meet the life needs of the much larger number and greater variety of our population that was expected to be in college through the provisions of the Servicemen’s Readjustment Act. Due to heavy enrollment of veterans most colieges and universities have an acute shortage of residence and instructional housing and equipment. The staff of the Division has provided information and services to institutions on how to qualify and secure from government surplus the facilities for which they have or expect an acute shortage. These activities included cooperation with the program for providing student housing for veterans through the Federal Public Housing Authority ; the formulation of criteria for the use of the Civilian Pro¬ duction Administration in granting priorities to colleges for the use of scarce construction materials, and the screening for certification of cases that did not clearly meet the criteria adopted by CPA ; and the evaluation of requests by colleges to the Federal Housing Agency for priority materials for the construction of faculty housing. As the fiscal year 1946 came to a close the Division was delegated the responsibility placed on the Commissioner of Education by Public Law 697 of making a finding of need for educational facilities, other than residence housing, which are to be supplied by the Federal Works Agency from Government surplus. Staff members of the Division assisted in developing plans for the operation of a clearing house through which individuals and agencies responsible for referring veterans for admission to college could di¬ rect prospective students to institutions where vacancies in desired programs existed. This service was operated by the Division of Central Services. In connection with this project, the Division of Higher Education cooperated with the Veterans’ Administration, the Office of War Mobilization and Reconversion, and two voluntary organizations in the field of higher education in making studies of the actual and potential impact of veterans on college programs, and on the extent to which veterans were likely to overcrowd or fail to make U. S. OFFICE OF EDUCATION 125 full use of schools of technology, liberal arts colleges, teachers colleges, junior colleges, and other types of colleges and universities. Recruiting and securing the return of former college teachers to active duty was another area of college administration in which the Division assisted colleges. Through service on the Interagency Com¬ mittee on Manpower Shortages of the Office of War Mobilization and Reconversion a staff member of the Division helped to formulate criteria by which the War and Navy Departments agreed to release members of the armed services for duty as college teachers, when they had been certified as eligible by the United States Office of Education. More than 800 requests for evaluation have been made by college offi¬ cials and in excess of 500 men and women have been certified as eligible for release from military duty to help colleges provide instruction for the -rapidly increasing enrollment of veterans. As the year comes to a close the Office has been authorized by the National Selective Service System to provide a related service to colleges through certifying for deferment college teachers deemed essential to the provision of educa¬ tion for veterans and others. Graduate Study The Division has continued a program for stimulating and giving direction to graduate study in American universities. In addition to giving addresses before general meetings of three associations of grad¬ uate school officials and working with their committees which are de¬ veloping plans for accrediting graduate study, one member of the staff had published by the American Council on Education a study, Toward Improving Ph. D. Programs, which had been prepared for the Coun¬ cil’s Commission on Teacher Education. He also served during the year as a consultant to numerous graduate school officials. State Surveys of Higher 'Education Three members of the staff participated as consultants in studies or surveys of the tax-supported colleges of Arizona and of South Carolina. It was expected that these surveys would provide a plan of articulation and coordination whereby unnecessary duplication and gaps in the program- would be reduced, to the end that the several col¬ leges would operate more largely as a unified State-wide system of higher education. Educational Directory The annual directory of institutions of higher education (part III of the 1945-46 Educational Directory) was published. In addition to listing the 1,700 institutions, the directory classifies them according to type of work offered ; gives an outline of the organization of each 126 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 institution, with the names of the officers currently in charge of the main divisions; and indicates the control, the accredited status, and the type of student body — whether composed of men, or women, or both. It also lists the names of the institutions added to, and those dropped from the lists because of having closed, merged, or discon¬ tinued college work. The service to various Government agencies, to institutions of higher education, and to students, in providing information on the accredited status of colleges and universities continued. In addition to furnish¬ ing information on the accreditation of institutions by means of the Educational Directory, answers are made daily to a large number of inquiries concerning the accreditation of individual institutions. The expanded relations between the Government and the colleges and uni¬ versities existing over the past 5 years have resulted in a constant and ever-increasing flow of these inquiries. Inquiries from Individual College Staff Members and the General Public An important part of the work of the Division is to supply informa¬ tion on a wide variety of topics in higher education to individual inquirers through correspondence, wire service, office or field confer¬ ences, and other means. Thousands of such inquiries are handled annually. In 1946, the number increased markedly. They came from practically every State, and from many foreign countries. Many letters on educational topics were referred to the Office from other Federal agencies. Education of Negroes In addition to the general services rendered to Negroes by each of the units of the Division of Higher Education, special services have been rendered through the following projects: Problems involved in improving the postwar education of Negroes and in assisting educational institutions to prepare to meet the needs of returning veterans were considered at a conference held in the Office last year, and reported in a bulletin published this year entitled Postwar Education of Negroes: Educational Implications of Army Data and Experiences of Negro Veterans and War Workers. The Julius Rosenwald Fund financed the first two printings of the bulletin. The third printing was financed and distributed by the National As¬ sociation for the Advancement of Colored People and the United Service Organization. The demand for this publication still exists although the supply has been exhausted for months. Articles based on the findings reported in this bulletin appeared in Higher Educa¬ tion and in Occupations. U. S. OFFICE OF EDUCATION 127 An annotated list of sources of instructional materials on Negroes, originally issued as a mimeographed leaflet by the Office, was revised and printed through the cooperation of the Commission for the De¬ fense of Democracy through Education and the Joint Committee of the National Education Association and the American Teachers As¬ sociation. From the increasing number of requests received this pamphlet seems to be meeting a growing need for materials on in- tercultural and inter group relationships. In order to meet this growing need, the agencies mentioned above also ordered a reprinting of Office of Education Bulletin 1944, No. 2, Education of Teachers for Improving Majority -Minority Relationships. In order to answer a growing number of requests about the manner in which the Federal Government promotes the education of Negroes, an article, published in School Life under the caption, A Decade and a Half of Progress in Negro Education, discussed the special programs and activities of the Office of Education in behalf of Negroes during the period from 1930 to 1945. This article supplemented a previous one which discussed the same subject covering the period from 1867 to 1930 and another one which treated special services during the period of World War II. As a part of a survey of Howard University sponsored by the Fed¬ eral Security Agency, a section was prepared on Certain Factors Conditioning the Demand for Graduate and Professional Instruction of Negroes. Adult education of Negroes. — A conference held in the Office during December 1944 brought out and discussed the problem of functional illiteracy among Negroes. It was shown that 41 percent or two out of every five Negroes in the United States had not advanced beyond the fourth grade, and that proportionately eight times as many Negro selectees as whites were placed in classes IV and V (functionally illiterate) . After a consideration of these and other facts reported in Postwar Education of Negroes, in other publications, and by Army and Selective Service officials, the Office invited the cooperation of the American Association for Adult Education, the National Con¬ ference on Adult Education and the Negro, and the Carnegie Corpora¬ tion of New York in sponsoring a comprehensive project to prepare teachers and materials for adult illiterates. The project has five phases. The first was a conference held in the Office of Education for the purpose of defining the problem, indicat¬ ing the way it had been attacked or is now being attacked, both by civilian agencies and the Armed F orces ; and suggesting implications for future action. Participants in the conference comprised 61 per¬ sons representing colleges in four selected areas, governmental agen- 128 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 cies, city and State departments of education, and educational, civic, and social welfare organizations. The second phase of the project, which was planned this year, is an adult education institute, the pur¬ poses of which are to (1) prepare personnel for the training and supervision of teachers of adults in the tool subjects; (2) demon¬ strate the effectiveness for civilian use of certain educational tech* niques developed by the armed forces; (3) collect, consider, and evaluate resource materials for the teaching of adults; (4) identify and classify the major problems of Negroes that are amenable to adult education on the elementary level; and (5) formulate a tenta¬ tive instructional guide, work books, and readers for the teaching of adult illiterates. The third and fourth phases of the project will be concerned with testing, appraising, revising, and publishing the materials produced in the Institute; and the fifth phase comprises a series of regional institutes in selected areas during the summer of 1947. It is expected that at the close of this special demonstration project sufficient prog¬ ress will have been made in the preparation of teachers and materials to begin a general attack on illiteracy throughout the country. C onsultative and advisory services . — Consultative and advisory services were continued as in previous years, the following organiza¬ tions, agencies, or institutions being typical of those served : American Teachers Association; Association for the Study of Negro Life and History; Bureau for Intercultural Education; Conference of Presi¬ dents of Negro Land-Grant Colleges; Southern Education Founda¬ tion; United Negro College Fund; Lincoln University; Miner Teach¬ ers College; Hampton Institute; Wilberforce University; High School Principals Association of Maryland; National Conference on Adult Education and the Negro; National Council of Negro Women; National Study of Business and Business Education Among Negroes; Howard University conference on The Postwar Outlook for Negroes in Small Business, the Engineering Professions, and Technical Voca¬ tions; United States Public Health Service; and the National Edu¬ cation Association’s Steering Committee on Education in the Cotton Belt. In addition to the services indicated above, numerous conferences were held with individuals and thousands of letters and pieces of literature were sent out upon requests. New Services in Engineering Education Late in the year the services of a graduate engineer were made regularly available to the Division for the first time. The desirabil¬ ity of such services to more than 150 engineering colleges and nearly 130,000 engineering students has been increasingly indicated by war- U. S. OFFICE OF EDUCATION 129 time and postwar demands for engineering information and person¬ nel, and by the interest of veterans and other students in the field. The operation of the ESMWT program from 1940 to 1945 estab¬ lished cordial relations between the Office of Education and the engi¬ neering colleges, and led to a realization of the value of the services which might be rendered by the Office to these colleges, and through them to the scientific and technological development of the Nation. Both of the ESMWT advisory committees recommended that per¬ manent staff members be added to the Office of Education for this purpose. Many specific services have been suggested by presidents and deans of engineering colleges. Near the close of the fiscal year 1945-46 the former field coordi¬ nator of the ESMWT program was retained on the staff of the Divi¬ sion of Higher Education as a specialist in engineering education, to be a liaison officer between the Office and the engineering colleges, serving the colleges and governmental agencies in a spirit of mutual helpfulness, without infringing in any way on the responsibility or authority of any institution. Most of the colleges have designated a staff member (generally the dean of engineering) to serve as the liaison officer between the institution and the Office of Education, thus establishing a definite channel for the two-way flow of informa¬ tion. The new service will be continued during 1946-47 and subsequent years. The specialist in engineering education will be concerned, among other activities, with planning and conducting studies and investiga¬ tions of a professional character in the field of engineering education, either independently or in cooperation with colleges and other organi¬ zations, and preparing studies for publication. One example is a study in which he aided the Society for the Promotion of Engi¬ neering Education during the spring of 1946. Under consideration are a study of the trends in engineering college enrollments and their implications for engineering education, a study of admission require¬ ments and scholastic regulations in engineering colleges, a digest of Federal laws and regulations of special interest and importance to engineering and scientific educators, a description of the organiza¬ tion and activities of Federal agencies whose activities most directly affect engineering and scientific education, a study of salaries and teaching loads in engineering colleges, a bibliography on engineering education, a study of cooperative engineering education, and others. The specialist is concerned with establishing and maintaining coop¬ erative working relationships with engineering college administrators, industrial executives, government officials, professional organizations of engineers and of engineering educators, and lay organizations 726458 — 47 - 5 130 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 interested in the development of engineering education, by par¬ ticipation in meetings of such organizations and cooperation with their officers. For example the specialist during the spring of 1946 ad¬ dressed a regional meeting of the Society for the Promotion of En¬ gineering Education (which in June 1946 changed its name to the American Society for Engineering Education). He served as a member of a national committee of this society which prepared a report entitled “A Study of the Supply of and Demand for En¬ gineering Graduates,” which was published by the society and has at¬ tracted wide attention. He participated in the national meeting of the society, serving as chairman of the society’s committee on secondary schools. He also served as a member of the National Academy of Sciences Advisory Committee on Surplus Property and as a member of the Office of Education’s Advisory Committee on Surplus Property. The specialist is establishing and will maintain a national clearing house for information of value to industrialists, governmental officials, engineering educators, and prospective engineering students. An en¬ gineering college directory is being developed to include lists of all engineering curricula, with information as to accreditation and full information concerning the facilities of the engineering colleges. It is believed that this new service will prove of distinct value to the engineering colleges and to engineering education in general. Engineering, Science, and Management War Training The Engineering, Science, and Management War Training program was liquidated during the year, an appropriation for that purpose having been made in Public Law 124, Seventy-ninth Congress, first session. A small staff was maintained in the Office to expedite the work of preparation, examination, and approval of final reports from the participating institutions and to prepare the official records of the program for permanent filing with the Archives of the United States. One staff member prepared a bulletin entitled “ESMWT — A Final Report,” being published as a bulletin of the Office of Education. This report consists of two main parts and a bibliography: Part I is a, narrative account of the program ; part II is a technical section setting forth in greater detail the authorizations of Congress, the organization established to operate the program, and the general methods of ad¬ ministration employed, and outlining the principal appraisals made of the program during its life. For the benefit of any who may be interested in still further details of the program, there is assembled in the office a comprehensive U. S. OFFICE OF EDUCATION 131 historical collection of forms, manuals, organization charts and other administrative documents, minutes of meetings of advisory groups, releases from the Washington office, detailed statistical reports, ap¬ praisals of the program, and testimonial letters from industries served by the program. The ESMWT program was operated during 5 fiscal years, the first classes starting on December 7, 1940, and the last classes closing on June 30, 1945. Five successive acts of Congress appropriated $88,500,000 “for the cost of short courses of college grade . . . designed to meet the shortage of engineers, chemists,1 physicists,1 and production supervisors 1 in fields essential to the National Defense . . . not to exceed 20 percentum2 of the amount allotted to any school shall be allotted to it for expenditure for purchase or rental of additional equipment and leasing of additional space found by the Commissioner necessary for carrying out its approved plan.” Total enrollments in courses conducted under this program were 1,795,716. The total cost to the government was $59,967,065, an aver¬ age of $33.40 per trainee. The high percentage of appropriated funds which was not used was due to the small administrative appropriations for developing the program and to the care which was exercised by the Washington staff and by the participating institutions throughout the program to insure strict economy in its operation. The contact hours per trainee varied from about 20 to 600 or more, the average for all courses being about 100 contact hours. The cost per trainee hour, therefore, averaged about 33 cents for the entire program. The total cost of the program was distributed as follows: general administration, 24.2 percent; instruction, 67.5 percent; maintenance and operation of the plant, 8.3 percent. Summary of entire ESMWT program. — Table 4 sets forth the 10 specific types of courses in which the greatest ESMWT enrollments were reported over the entire 5-year period. Similar tables for each successive fiscal year have been included in earlier issues of the Annual Report. Comparisons of these tables with each other and with Table 4 illustrate graphically the changing requirements of the war production program and the flexibility with which ESMWT was able to meet them. Table 5 presents a brief statistical summary of the entire 5-year program of college-level defense training courses which were con¬ ducted under the auspices of the Office of Education. All enrollments are based on final enrollment reports from participating institutions, all of which had been received when this table was prepared. 1 This field was not included in the program during 1940-41. 2 Changed to 12% per centum for the fiscal year 1944-45. 132 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 Table 4. — Cumulative enrollment by specific type of course from Oct. 9, 19^0, through June 30, 19^5 Type of course Enrollment Percent of total Engineering Drawing and Descriptive Geometry _ _ _ 169, 313 125, 996 121, 281 102, 753 95, 489 88, 764 87, 115 66, 441 59, 995 55, 756 822, 813 9.4 7.0 6.7 5.7 5.3 4.9 4.8 3.7 3.4 3.1 46.0 Communications _ _ _ _ Personnel Administration and Labor _ _ . _ Accounting. _ Industrial Organization and Management _ Mathematics _ _ _ ... _ _ Production Engineering _ * _ _ Safety . . . . . . . . . . Electronics _ _ _ _ ... ... ... _ Aeronautical Structural Engineering _ _ _ All other courses . _ _ _ _ _ _ _ Total _ _ _ _ _ _ _ _ 1, 795, 716 100.0 Table 5.— Enrollment in EDT, ESMDT, ESMWT I, ESMWT II, and ESMWT III courses from Oct. 9, 191^0, through June 30, 19J/.5 Item EDT,i 1940-1941 ESMDT, 1941-1942 ESMWT I, 1942-1943 ESMWT II, 1943-1944 ESMWT III, 1944-1945 AU programs, 1940-1945 1 2 3 i 5 6 7 Institutions which participated in program.. . . . . 143 194 214 195 172 (1 2) Courses operated in: All fields _ 2, 182 7,598 12, 740 11, 547 8,501 42,568 Engineering _ 2, 182 6, 174 9, 527 7,859 5, 723 31, 465 Chemistry .. .... _ 220 480 437 296 1,433 Physics... _ _. _ 132 231 270 238 871 Production supervision . . 1,072 2, 502 2, 981 2,244 8, 799 Enrollment in: AU fields _ 120, 802 438, 503 596, 134 402, 684 237, 593 1,795,716 Engineering. _ 120,802 350, 564 443,938 265,366 156, 555 1, 337, 225 Chemistry _ _ 7, 914 13, 929 10, 664 6, 331 38, 838 Physics .... 5,813 11, 998 8, 620 5, 984 32, 415 Production supervision _ 74, 212 126, 269 118, 034 68, 723 387, 238 Full-time courses. _ _ 18, 607 22, 021 47, 305 14, 379 3, 942 106, 254 Enrollment of: Females _ 811 38, 341 130, 245 79, 612 33, 226 282, 235 Negroes - 849 3, 265 10, 539 7, 574 2, 931 25,158 Veterans _ 6,094 8, 221 14,315 1 Instruction began Dec. 9, 1940. 2 227 institutions participated in at least one of the five programs. Student War Loans Program The Student War Loans Program was authorized by Public Law 647, Seventy-seventh Congress, second session, approved July 2, 1942, and Public Law 135, Seventy-eighth Congress, first session, approved July 12, 1943, to provide Federal loans to students in various profes¬ sional fields for the purpose of enabling them to complete their education. Loans were made in this program to 11,081 students in 286 colleges and universities, amounting to a total of $3,327,836.32. The law provides for repayment of the loans in four equal annual payments of principal, with accrued interest, beginning 1 year after graduation or separation for other purposes. Further provisions are U. S. OFFICE OF EDUCATION 133 made for cancellation of the unpaid balance of the loan when the bor¬ rower is inducted into the military services, before graduation, through the Selective Training and Service Act, and for deferment of interest payments and repayments of principal during military service of the borrower. The work of the program, since June 30, 1944, has been concerned with the administration of these two pro¬ visions, and with the fiscal services related to collections. These duties have occupied the full time of three staff members and part of the time of a fourth. Although most of the borrowers have been in the military services, with their payments deferred, collections amounted to $777,524.19, as of June 30, 1946, and about 17 percent of all loans had been paid in full. A brief history of this program has been written and is being pub¬ lished as a bulletin of the Office under the title “Student War Loans Program — Final Report.” The report outlines the origin of the pro¬ gram, its principal operating characteristics, and the results attained. Tables are included in it showing the distribution of loans by insti¬ tutions and by fields of specialization of the borrowers. CENTRAL SERVICES The Central Services Division, as the name implies, brings together in one division those services that are necessary to facilitate the opera¬ tions of the Office of Education as a whole. Reports of the units follow : Research and Statistical Service In the past year, an initial step was taken in the organization of a Research and Statistical Service by establishing a position of Chief of the Research and Statistical Service, and transferring to this new Service the functions of the former Statistical Division. The former division became the reports and analysis subdivision of the Service, continuing its former responsibilities for the preparation of basic periodic statistics on education. The biennial survey projects for 1944 were carried through and completed after redesigning techniques and procedures. As a means of reviewing the entire statistical function of the Office, a conference of educators and technicians was held in October 1945. The result of this conference have been published in a bulletin, and represent a policy guide or charter for the development of the sta¬ tistical program of the Office. A plan was developed for the coordination of the research and statistical functions of the Office of Education. This was achieved through the establishment of an Inter-Divisional Committee on Re¬ search and Statistics, the development of operating relationship of various staffs of the Office, and the introduction of a plan of review and clearance of all plans and forms for securing information. The 1946 biennial statistical surveys were redesigned to make fullest possible use of machine tabulation equipment to produce re¬ ports at an earlier date and at less cost. F ollowing recommendations emphasized in the conference on the Office of Education research and statistical program, scientific sampling was experimentally introduced by the Service in the work of the Office : (a) In a sample survey made in the fall of 1945 of higher education statistics, and (b) in a survey of school-age population conducted at the request of the Office of Education as a part of the Bureau of the Census Monthly Report on the Labor Force. Another development was an experimental attempt to follow through a recommendation of the conference that Office of Education 134 U. S. OFFICE OF EDUCATION 135 materials be presented in graphic form for use of nontechnical consumers. The Service assisted in the development of emergency programs of the Office. It established and conducted the research and statistical aspects of planning and reporting for the Surplus Property Utiliza¬ tion Program, and developed, at the request of the Veterans’ Admin¬ istration, an operating plan for the establishment of State centers for the collections and dissemination of information on educational opportunities for veterans. Members of the statf of the Service contributed further to the achievement of its functions by serving on interagency committees involving various other agencies of Government working on special problems, by the preparation of articles published in professional journals, by providing technical advisory service to a congressional committee and others on problems of grants-in-aid to education, and assisting States, on request, in research and survey problems, and in revising State statistical accounting systems. Information and Publications Service General Function In promoting the cause of education throughout the country, the Office is charged with the responsibility of disseminating informa¬ tion and aiding the people of the United States in the establishment and maintenance of efficient school systems. This charge of responsi¬ bility requires within the Office a corps of educational specialists, each of whom serves as a channel of communication to professional and lay groups. To facilitate the effectiveness and to expand the range of such communication, the Information and Publications Section has been designated as the chief instrument through which the Office develops a comprehensive information and publications program. The Section performs the customary services of publishing the pro¬ fessional findings of specialists in official bulletins and of translating such findings into suitable form for dissemination through all media of communication, especialty newspapers, magazines, and radio. In addition, the Section provides professional leadership in the whole field of educational journalism, including the organizing of programs of public information about education, methods of graphic presenta¬ tion and appropriate writing techniques. Within the Office, the Sec¬ tion reviews and confers with responsible officials on the public-re¬ lations effect of the total program of the Office of Education. In April a newly appointed Chief assumed responsibility for directing the work of the Information and Publications Section. 136 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 A Study of Educational Public Relations The Section convened a national advisory group of experts in edu¬ cational public relations to discuss and make recommendations look¬ ing toward a long-time public relations program for the Office. Pro¬ fessional problems in the public relations field were discussed by the Chief at the national conference of the American College Public Re¬ lations Association and the workshop of the Educational Press Asso¬ ciation. The Chief served as a public relations consultant to one State department of education in the development of its program. At the request of the Educational Director, Public Information Di¬ vision of the United Nations, the Chief arranged a conference of key editors of educational publications which was held in the office of the Secretary- General of the United Nations, to develop a program for presenting factual information about the United Nations to stu¬ dents and teachers in schools and colleges throughout the United States. Utilization of Office Materials Information on educational problems was provided writers from leading national magazines. Two articles by the Commissioner at¬ tracted wide attention and during the course of the follow-up per¬ mitted the dissemination of information on ’ educational matters. Assistance was rendered President Truman’s Famine Emergency Committee through liaison with nongovernmental educational organ¬ izations, publication of material in School Life, and arranging for student listening throughout the country to a Nationwide radio pro¬ gram in which Commissioner Studebaker participated. The Section collaborated with a number of government agencies in an important “back to school” drive during the fall of 1945. Approximately 50 news releases relating to Office of Education publications and activi* ties were prepared and issued. Distribution of Information and Publications During the year 196 separate jobs of printing and processing were distributed to carefully selected mailing lists. Approximately 23,000 incoming mail requests were answered and responses made to 9,000 telephone inquiries. Graphics The total number of assignments completed by the Graphics Unit follows : Illustrations and lay-out format for 269 publications, 29 ex¬ hibits and posters, 541 charts and maps, miscellaneous, 63. Reviewing, organizing and classifying the 4,600 educational photographs -com¬ prising the office photographic library improved the effectiveness of their use in publications throughout the country. U. S. OFFICE OF EDUCATION 137 Editorial This unit handled a total of approximately 1,000 different items in¬ cluding 192 separate printing jobs. The editorial work varied in com¬ plexity and size from a 373-page manuscript to the preparation of a three-fold leaflet. A total of almost 4,000 separate printed pages were edited. The titles include 30 bulletins, 10 issues of School Life, 18 issues of Higher Education, 2 pamphlets, 3 leaflets, 80 forms and 55 miscellaneous items. In addition to the foregoing and as a special responsibility of the section, part IV of the Educational Directory, Educational Associa¬ tions and Directories, was prepared and edited. The complete list of publications which came off the press during the 1946 fiscal year is as follows : Publications Off the Press During 1946 Fiscal Year Bulletins, Pamphlets, Leaflets, etc. School Census, Compulsory Education, and Child Labor. (Bulletin 1945, No. 1.) More Firepower for Health Education. (Bulletin 1945, No. 2.) Education in Training Schools for Delinquent Youth. (Bulletin 1945, No. 5.) The Place of Visiting Teacher Services in the School Program. (Bulletin 1945, No. 6.) Introducing the Peoples of the Far East. (Bulletin 1945, No. 7.) Higher Education Looks Ahead. (Bulletin 1945, No. 8.) The Use of Training Aids in the Armed Services. (Bulletin 1945, No. 9.) Education in Chile. (Bulletin 1945, No. 10.) Report on the Cultural Missions of Mexico. (Bulletin 1945, No. 11.) Curriculum Adjustments for Gifted Children. (Bulletin 1946, No. 1.) Proposals Relating to Statistical Functions of the United States Office of Educa¬ tion. (Bulletin 1946, No. 2.) Offerings in the Field of Guidance and Personnel Work in Colleges and Universi¬ ties, Summer 1946. (Misc. No. 3162.) (Rev.) What Every Teacher Should Know About the Physical Condition of Her Pupils. (Pamphlet No. 68.) (Rev.) Residence and Migration of College Students. (Pamphlet No. 98.) State Plans for Financing Pupil Transportation. (Pamphlet No. 99.) School Bus Drivers — Current Practices in Selection and Training. (Pamphlet No. 100.) Good References — School Finance. (Bibliography No. 75.) Good References — The Local Board of Education. (Bibliography No. 76.) Federal Government Funds for Education 1942-43 and 1943-44. (Leaflet No. 76.) Biennial Survey of Education Statistics of Public School Libraries, 1941-42. (Vol. II, Ch. VIII.) Educational Directory, 1945-46 Federal, State, and County Education Officers. (Part I.) City School Officers. (Part II.) Colleges and Universities. (Part III.) Educational Associations and Directories. (Part IV.) 138 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 194 6 Miscellaneous Annual Report of the United States Office of Education, 1945. Expenditures Per Pupil in City Schools 1943-44. (Statistical Circular SRS- 12.2-026.) Job Instruction Training for Supervisory Personnel in Sales Merchandising Organization. Open Doors to Children — Extended School Services. Radio Bibliography, 1945. Family Contributions to War and Postwar Morale Series : (Nos. 1, 2, and 3 of this series were published the previous year.) We Carry On. (No. 4.) First Days at Home. (No. 5.) Catching up With the Children. (No. 6.) V ocational Education Fitting and Selling Shoes, Business Education Series No. 16. (Vocational Divi¬ sion Bulletin No. 230.) Selection of Students for Vocational Training. Occupational Information and Guidance Series No. 13. (Vocational Division Bulletin No. 232.) Training School Bus Drivers, Trade and Industrial Series, No. 61. (Vocational Division Bulletin No. 233.) Vocational Education in the Years Ahead, General Series No. 7. (Vocational Division Bulletin No. 234. ) Proceedings of Sixth National Conference of State Supervisors of Occupational Information and Guidance, Occupational Information and Guidance Series No. 14. (Vocational Division Bulletin No. 235.) Training Restaurant Sales Personnel, Business Education Series No. 15. (Voca¬ tional Division Bulletin No. 222.) (Rerun.) History of Agricultural Education of Less Than College Grade in the United States, Agricultural Education Series No. 55. (Vocational Division Bulletin No. 217.) (Rerun.) Periodicals School Lite (10 issues — October 1945-July 1946, inclusive). Higher Education (18 issues — September 1, 1945-May 15, 1946, inclusive). Reprints Reprints from School Life : A Supplement to 500 Books for Children (October 1945). Pan American Club News No. 6 (October 1945). That Civilization May Survive (October 1945). Health Needs of School-Age Children and Recommendations (November 1945) . International Exchange of Teachers, Legal Aspects (December 1945). Interest Measurement — Questions and Answers (December 1945). Disposal of Surplus Property to Educational Institutions (January 1946). Educational Systems of the Netherlands East Indies (January 1946). Services to Negroes (January 1946). China — Selected References for Teachers (February 1946). UNESCO — Design for Waging Peace (February 1946). Recreation and Leisure Time Activities in the School Program (March 1946) . U. S. OFFICE OF EDUCATION 139 Teaching Aids Available from Federal Government Departments and Agencies (April 1946). National Council of Chief State School Officers (April and May 1946). Reprints from Education for Victory: The Netherlands East Indies (May 3, 1945). Federal Cooperation Rather than Federal Control Should be the Means Used to Improve Education in the States (May 3, 1945). Union of Soviet Socialist Republics — Selected References (May 21, 1945). Why Education for Inter-American Understanding (June 4, 1945). Appraisal of the Food Production War Training Program (June 4, 1945). War Training Program Brought to Close (June 20, 1945). Reprints from Higher Education : Salaries in Institutions for Higher Education, 1941-42 (November 15, 1945) . Regulation for Surplus Property Disposal to Educational Institutions De¬ cember 1, 1945). State Educational Agencies for Surplus Property (January 1946). Office of Education Library The library continued to serve its usual clientele of Office specialists, research workers, and personnel of other Government agencies. However, the nature of the requests received reflected a transition from the war-centered activities of the past few years. Although numerous requests continued to come in from the War and Navy Departments, expansion of such agencies as the Veterans’ Administra¬ tion brought additional calls from members of their staffs or from persons referred by them. Increased enrollments in graduate schools brought additional requests for information on theses completed in various subject fields. College catalogs and other references on in¬ stitutions of higher education were consulted by both prospective students and prospective members of the faculties, while the represen¬ tation of new fields of specialization in the Office brought new demands for materials and service. The year was also marked by the develop¬ ment of a plan of organization and other activities, administrative in character, designed to facilitate the program and services of the Office of Education. Operations of the Library Acquisitions. — During the past year 8,000 separate publications were added to the collections, increasing the holdings of the library to approximately 325,000 items. Publications were received by pur¬ chase, gift, and exchange, and represented books in education and related fields, periodical titles, textbooks, school reports, courses of study, theses, university and college catalogs. Selection of books to be ordered, requested on exchange, or as gifts to the library required careful and continuous checking of the regular 140 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 194 6 trade and subject bibliographies. Progress on the acquisition of needed foreign educational literature was made during the year particularly through the services of the State Department, which requested copies of reports and year books of Ministers of Education and catalogs and other publications of institutions of higher education throughout the world. Cataloging and processing. — A total of 6,261 volumes were cataloged during the year, involving the preparation and filling of 26,000 cards. With the additional help available during the fourth quarter it was possible to make some progress on the arrears of uncataloged material, particularly in the foreign collection. However, this represented only a small fraction of the work still to be done. The cataloging department continued to furnish original copy in certain categories of materials for cards to be printed by the Library of Congress, supplying information for approximately 200 titles during the year. Reference and loan services. — Continued publication of the bi¬ monthly New Book List served to bring to the attention of specialists the materials added to the library which were relevant to their work. With additional clerical help available during the last quarter, some progress was made in eliminating arrears of work on shelving and rearranging of the collections which have accumulated through the years. The statistics below indicate the extent to which facilities of the library were used during the year. Persons using facilities of the library _ 9, 310 Circulation of books outside the library _ 6, 721 Books used in the reading room _ 25, 399 Telephone reference calls _ 7, 864 Answers to reference inquiries received by mail _ 1, 200 Interlibrary loans (included in 2 above) _ 2,216 Books borrowed from other libraries _ 112 Bibliographical service. — The end of the war and the expansion of the United State Office of Education were reflected in the increased number and in the type of requests for bibliographical service in 1945-46. The interest in educational reconstruction abroad and the return of students to the study of education in the United States led to many inquiries on specialized topics and to requests for lists of references in varied areas of education. The bibliographical service of the library aims to relate the re¬ sources of the library to the work of the specialists in the Office and to maintain a constant flow of pertinent literature to members of the U. S. OFFICE OF EDUCATION 141 professional staff and to furnish information and bibliographical assistance as needed. In addition to serving the Office of Education, bibliographical assistance was given to many others in the field of education, who referred questions to the library. These questions, concerning historical records or current problems, frequently require extensive bibliographical research. Approximately 250 letters were answered with information on special subjects and lists of references^ An annotated list of new books and pamphlets was prepared monthly for publication in School Life. A selected list of reference books for a teachers college in Korea was compiled under the follow¬ ing subjects: Encyclopedias, dictionaries, literature, science and tech¬ nology, general science, law, agriculture and gardening, transporta¬ tion and communication. The library continued to cooperate with the Library of Congress by furnishing a quarterly annotated bibli¬ ography for inclusion in Post War Problems: A Current List of U. S. Government Publications. Bibliographical service on theses and courses of study. — Although it was not possible to publish the Bibliography of Research Studies in Education because of the lack of printing funds, the library continued to collect and tabulate information on theses in education completed at colleges, universities, and professional schools during the year. The files now contain unpublished data on approximately 15,000 theses completed since 1940. Because this information is available only in the Office of Education Library, it is necessary for graduate students and research workers in education to write or come to the library for lists of studies completed in various fields. Approxi¬ mately 200 requests of this kind were filled during the year. A total of 320 theses were received increasing the library’s collection to 6,794 volumes representing 76 institutions. Receipt of approxi¬ mately 700 additional courses of study added considerably to the strength of the library’s collections in this area. Information on theses and courses of study was made available through the publica¬ tion of selective lists in School Life. Typewritten lists were pre¬ pared in answer to specific requests received by mail. Administration of the Library Reorganization of the library. — In order to be sure that personnel decisions which had been pending appointment of a librarian would be in line with future requirements, the development of a plan of organization for the library commensurate with the total program of the Office was begun. This plan, completed in February 1946 and incorporated into the organization chart for the Office provides for a library staff of 21 professional and 19 clerical and subprofessional positions. Present 142 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 status of the library in relation to this plan is indicated by the fact that appropriations for 1945-46 provided for 10 professional posi¬ tions and 1 clerical position. Following approval of the tentative organization plan, job descrip¬ tions for the professional positions were prepared and submitted to the Civil Service Commission for allocation. Requests for allocations of the clerical and subprofessional positions will be made during 1946-47. Changes in the professional staff involved the resignation of a reference librarian and a cataloger, both to accept other positions, and the appointment of the chief librarian and reference librarian. Survey of acquisitions . — A survey of current production of books and other materials in education and related fields was undertaken as a basis for developing a plan for determining the library and bib¬ liographical needs of the Office. The survey, completed in June 1946, contains comprehensive and detailed estimates of the quantity of material of various kinds which would be of possible use in the program of the Office, recommendations as to the number or percent which should be acquired currently, and the estimated number which would have permanent research value. The study revealed, for exam¬ ple, that it would be necessary for the library to acquire approximately 28,000 items annually to provide complete support to all phases of Office of Education operations. Of this number, approximately 19,000 should be incorporated into the collections as permanent acquisitions. During the year 1946-47 it is expected that further discussion of the problem with the library committee and with specialists in the Office will lead to the establishment of an acquisition policy for the library which will meet the needs of the Office and provide a basis for deter¬ mining budget requirements. Data presented in the study will be useful also in working out cooperative agreements with other research libraries for the acquisition of various categories of materials. Relations with other libraries. — During the year arrangements were completed with the Library of Congress whereby the Office library will receive publications as follows : F rom their duplicate and unproc¬ essed collections, textbooks and other materials which are within the scope of the Office of Education’s activities; of second copyright copies, all elementary and secondary textbooks, and materials in the fields of religious education, school administration, and teaching of various subjects; and when not needed in their reference collections, second copyright copies of college textbooks and texts in the fields of educational psychology and philosophy of education. (These ar¬ rangements are described in’ the following references : Library of Con- U. S. OFFICE OF EDUCATION 143 gress General Order No. 1257 of June 25, 1945 ; Commissioner’s letter to the Librarian of Congress dated December 28, 1945 ; and let¬ ter of January 14, 1946, from the Librarian of Congress to the Commissioner.) Administrative Management and Services Section During the year the Administrative Management and Services Sec¬ tion supplied staff assistance to the Commissioner, division heads, and specialists in the following fields of activity. A. Budget preparation and planning. B. Fiscal services, including procurement and property. C. Personnel. D. Mails and files. Within the limits of available staff the section has successfully made some important contributions to the operations of the Office. These included the following activities : 1. Development of a plan for programming the work of the Office was initiated last spring. Many preliminary discussions were held and a general plan was agreed to in the last fiscal year. The plan will be developed further, however, in the next fiscal year. Briefly, the plan contemplates a submission from each division head on the manner in which the divisional program will be undertaken during the fiscal year 1947 as well as- a projected plan of the divisional program for the fiscal year 1948. While the initial steps in this pro¬ gram have been completed, much remains to be done in making further refinement to provide the Commissioner with a means of bringing about effective administration and coordination of the work of the Office. 2. Early in the fiscal year 1946 a program was started to classify all positions in the Office to bring them into conformity with the or¬ ganizational plan of the Office. The classification pattern was fully developed during the past year and the positions have been allocated in accordance with the plan of organization. Members of the staff worked closely with the Civil Service Com¬ mission in the development of registers from which candidates for positions in the Office were to be selected and assisted in the prepara¬ tion of qualification standards to be followed when changes in regula¬ tions permitted the Office to select and make appointments pending the establishment of registers. 3. At the close of the fiscal year a review of the mails and file prac¬ tices in use by the Office was initiated and data were obtained that will be helpful in developing uniform procedures. Pursuant to an agency- 144 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 wide program, a records inventory and appraisal survey was con¬ ducted and the results were reported to the agency. This survey involved a review of the records located in all offices throughout the Office and information indicating the number of copies, approximate linear footage involved, dates, frequency of use, and recommended manner of disposition was obtained. 4. The staff has spent considerable time during the past year in assisting professional staff members engaged in special programs such as surplus property, veterans’ education, etc. The nature of these pro¬ grams involved constant changes in plans. Organization arrange¬ ments and operations presented unusual difficulties and required more than the normal time expected of the staff working on regular Office programs. INTERNATIONAL EDUCATIONAL RELATIONS The International Educational Relations Division carries on the work of the former Division of Comparative Education and of Inter- American Educational Relations. Its objectives are the development of better international understanding and the furtherance of more effective international cooperation. It seeks to attain these objectives by services to schools and teachers of the United States and of other countries through the following programs. Exchange of Educational Personnel The Exchange of Educational Personnel Program includes the exchanges of fellows and professors under the Buenos Aires Conven¬ tion for the Promotion of Inter-American Cultural Relations, teacher trainees from the other American Republics, language teachers, the provision of information on teaching positions in the other American Republics, and the interchange of teachers between Great Britain and the United States. A total of 30 graduate students from 12 of the other American Republics were in the United States under provisions of the Buenos Aires Convention. These students were enrolled in 22 universities and pursued programs of study in 27 different fields of specialization. Activities of the division included assisting in the selection of candi¬ dates from the other American Republics, recommending appropriate personal adjustments to a foreign country, assisting in registration and housing, providing continuous counsel and evaluation of progress, and making arrangements for paying monthly allowances to the students and teacher trainees. In cooperation with the Department of State, the Division also assisted in the selection of United States graduate students for study in the other American Republics. Nine awards were made and four alternates were chosen. A program was inaugurated in August 1944, in cooperation with the interdepartmental committee of the Department of State for the education in the United States of teachers from the other American Republics. Five teachers from four of the other American Repub¬ lics have come to this country to pursue study in a particular field of education at an appropriate educational institution, to observe in our schools, and to confer with specialists in their field of learning. 145 726458—47 - 6 146 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 The division again carried on the selection and notification of 96 teachers of Spanish from our schools who attended the Spanish Lan¬ guage Institute in Mexico City. Sixteen teachers of English from 7 of the other republics were invited to this country. Each teacher became an active participant in the Spanish teaching of a United States school or college, served as interpreter of the culture of his country before community groups, visited a number of schools en route, and attended a special course in the teaching of English at an outstanding institution of higher education. The division maintained an active file of persons interested in secur¬ ing teaching positions in other areas of the world. Panels of appli¬ cants for positions have been selected for the Inter- American Schools Services of the American Council on Education, the Department of State, and others. Assistance was also given the Department of State in securing professors to go to universities in other countries. The Division was responsible for the administration of the pro¬ gram for the interchange of teachers between Great Britain and the United States. Under this program, 74 teachers from the United States changed places with 74 teachers from Great Britain. Basic Studies of Education in Other Countries During the year, the preparation of studies of educational systems in Central and South America, under the sponsorship of the Inter¬ departmental Committee on Scientific and Cultural Cooperation was continued. Final reports were completed for Colombia, Chile, Ecua¬ dor, El Salvador, Guatemala, Haiti, Nicaragua, and Peru. Field work was done in Panama and Venezuela. Preparation of a report on Brazil was continued. Preparing Instructional Materials Bequests from teachers in the field as well as from the lay public for curriculum materials relating to countries outside the United States, UNESCO, United Nations, and international relations gen¬ erally, continued to be exceptionally heavy during the past year. In an effort to meet these demands the loan packets service on Latin- American countries was revised and enlarged. At present packets for 20 subject fields, such as instructional materials, social studies, club organization, and higher education have been developed. Last year about 3,000 of these packets were sent to teachers free upon request, except for return postage. Similar packets on Far Eastern countries were revised but have not yet been circulated. Annotated lists of references on all Far Eastern countries were prepared and mailed free of charge upon request. About 600 books, charts, and other pieces of instructional material were selected and prepared for use in the Department of State’s cul- U. S. OFFICE OF EDUCATION 147 tural centers situated in 10 Latin-American cities. The books selected were largely descriptive of United States history, geography, litera¬ ture, and the teaching of English as a foreign language. Through the Radio and Transcription Exchange of the Office a num¬ ber of sets of 16-inch transcription recordings dealing with various foreign countries were supplied on a loan basis to schools and other agencies which requested such service. A large number of educators from all parts of the world came to the Division for information and help on educational problems. Consultant Services Consultant services developed significantly during the past year. Ten members of the division staff served as speakers, resource leaders, and consultants to more than 100 university, college, and professional meetings, institutes, conferences, and work shops in the United States. In connection with international educational organizations, various members of the staff performed such services as the following : 1. Technical expert, United States delegation to United Nations, Educational, Scientific, and Cultural Organization, Lon¬ don, November 1945. 2. United States representative on Education Committee, UNESCO, London, May 1946. 3. United States delegate, Ninth International Congress on Public Education, Geneva, Switzerland, March 1946. 4. Member of Education Mission to Japan, February-March 1946. 5. Consultant to War Department, United States Military Gov- ment, Germany, June 1946. 6. Consultant to War Department on selection of educational personnel in occupied areas. 7. Consultant services to Korean Educational Mission sent to the United States by the United States Military Govern¬ ment in Korea. The Near and Far Eastern section of this division prepared a list of suggestions on educational rec¬ ommendation and development of Korea for the Korean Educational Mission, the United States Department of State, and the United States Military Government in Korea. 8. Services as observer-advisers to the World Conference of the Teaching Profession at Endicott, N. Y., August 1946. 9. Consultation services to more than 1,000 educators of other countries by correspondence, and to more than 400 who came to the Division in person for information and help on educational problems. 148 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 Evaluation of Credentials The number of requests for the evaluation of foreign academic credentials reflects an increasing utilization of our educational re¬ sources by foreign students as well as the expanding influence of our schools. In the four fiscal years ending June 30, 1943, 1944, 1945, and 1946, the total number of requests made of the Office of Education for evaluation of credentials was respectively 687, 813, 909, and 1,466. An additional indication of this increase in requests for interpretation of foreign academic credentials is found in a comparison of the statistics for the months of June, July, and August of 1945 and 1946. The number of requests for these 2 years were respectively, for June, 50 and 153 ; for J uly, 62 and 183 ; and for August, 83 and 156. Thus in the summer period of 1946 there were three times as many requests as in the corresponding period of 1945. In the fiscal year endiilg in June 1946, there was no significant change in the number of credentials coming from Latin America. From the British Empire and Europe the number was double that of the previous year, and for the Near and Far East the number was about three times that of the preceding year. Quite naturally these requests have a wider distribution among our educational institutions. The number of institutions making requests for evaluations in the fiscal year ending in June 30, 1944, was 128 ; the following year the number was 178 ; and in the fiscal year ending in June 1946, the number reached 275. Credentials submitted for evaluation were in more than 30 different languages, for the translation of some of which it was necessary to seek the aid of other agencies and in a few cases of private individuals. The credentials of a given student varied from a few lines to many pages. In some of the cases the evaluation involved but a few minutes and in other cases it called for many hours of research. The Language Program Assistance to teachers of English, Spanish, Portuguese, and French has been continued through projects stressing international under¬ standing and cooperation. The important role of language study in interpreting American civilization to other nations as well as other cultures to our own people has been emphasized. During the year approximately 250 instructors and supervisors of English, both national and foreign, visited the Office, where they con¬ sulted with staff members and received the specialized publications prepared and distributed by the Division. Written requests for in¬ formation and counsel from more than 300 additional persons received attention. U. S. OFFICE OF EDUCATION 149 About 200 new texts for the teaching of English as a foreign lan¬ guage were acquired for the use of Office of Education personnel, visit¬ ing teachers, and persons from other Government agencies. An addi¬ tional collection of 600 books dealing with outstanding aspects of American life and culture and the teaching of the English language was assembled and turned over to the Department of State for use in the cultural institutes it maintains in Latin America. Throughout the year the Division acted as technical advisor for the District of Columbia Public Schools Orientation Center for Foreign Students and Trainees. Under a loan arrangement with the Inter- American Educational Foundation, one specialist spent several months in South America lecturing and teaching in summer English institutes for Brazilian teachers of the language. Staff members participated in conferences on the preparation of textbooks and tests for foreign students of English. The manuscripts of three new English texts for Spanish-speaking secondary school students were read critically for the Inter- American Educational Foundation; descriptive bibliograph¬ ies of texts and teaching materials were prepared and articles on prob¬ lems and techniques of English teaching were reprinted and widely distributed. Services to Spanish teachers have included answering several thou¬ sand requests for information and material on a wide variety of sub¬ jects pertaining to the teaching of Spanish at all grade levels, from teachers in every State and Puerto Rico and from educators in the other American republics. Contacts have been established with the cultural attaches of Spain and the Latin-American republics with a view to improving the lin¬ guistic and informational service of the Division. For one month, March 15 to April 15, 16 Latin-American English teachers, brought to the United States under a special program, served as teaching assis¬ tants and informants in high schools and colleges, following arrange¬ ments made by the Spanish language specialist. Through the Division, and upon the recommendation of chief State school officers and other school administrators, 96 teachers of Spanish from 34 states and Puerto Rico were selected and registered for the Spanish Language Institute held June 25 to August 5 in Mexico, D. F. The Division furnished counsel during the planning of this course and later supplied a resident consultant for a fortnight of the 6 -week session in Mexico. Service on language-teaching methodology and materials was made available to a large number of teacher-education institutions throughout the country. Articles and news notes were contributed regularly to Hispania, the official journal of the American Association of Teachers of Spanish and Portuguese, and to other edu¬ cational reviews. 150 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 The Division provided professional advice and instructional ma¬ terials on the teaching of French and Portuguese in answer to numer¬ ous requests and assisted several Brazilian teachers in finding teaching positions in the United States. Loan packets on Brazilian history, art, geography, and current periodicals were assembled and mailed to interested persons. Student correspondence between United States schools and many European and Latin-American educational institu¬ tions was facilitated. AUXILIARY SERVICES Service to Libraries The function of the Service to Libraries Section of the Auxiliary Services Division is to assist State and local communities in achiev¬ ing the full potentiality of service for their libraries. During the war period, the essentiality of adequate library facilities received note¬ worthy recognition. The armed forces, realizing the importance of an informed personnel, maintained library systems to an extent never matched before; the Department of State embarked upon an exten¬ sive program of overseas libraries to present unbiased information about the United States to the citizens of foreign countries ; and the wartime State and Federal agencies found local libraries effective media for the dissemination of basic facts about current problems. In peace, libraries can play just as important a role in the education of all ages and all classes of our population, provided these institu¬ tions are adequately supported and administered; and it is to this latter task that the Service to Libraries, within the limitations of an inadequate staff and budget, has been devoting its research, biblio¬ graphical, consultative, and informational activities. The extent of current inadequacies in library service throughout the LTnited States is evident from the fact that : (1) At least an estimated 80 percent of the elementary and secondary public schools have inadequate library service or no library facilities at all. (2) Over 50 percent of the college libraries are operating on inadequate budgets and with insufficient staffs. (3) About one-third of the population has no public library facilities and another third has only inadequate service. In its attack upon these deficiencies, Service to Libraries undertook during 1946 such activities as those which follow. Statistics and Research Statistics on libraries are used not only by research workers but also by administrators and governing bodies. The following inquiries answered during a short period of time give an idea of the practical uses made of the library data collected by the Office : 151 152 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 What are the per capita expenditures for public library purposes, the per capita circulation, and the size of library staffs in 20 large cities? (From a large municipal library for use at a budget hearing.) What proportion of the budget is spent for books as compared for that spent for periodicals in university libraries? In liberal arts college libraries ? In large public libraries ? In medium-sized librar¬ ies? (From a Federal department preparing a budget for overseas libraries.) How many professional librarians are currently employed in serv¬ ice libraries? In college libraries? In school libraries? (From the United States Civil Service Commission.) What are the total book resources, the circulation, and the expendi¬ tures of the public libraries in each of the cities with populations over 100,000? (From the editor of a standard annual reference book.) What amounts do cities with population ranging from 10,000 to 15,000, and having reasonably good library service, spend for salaries and for books ? What is their expenditure per capita and how many books per capita do their public libraries contain ? (From a Midwest city library for use in an appropriation hearing.) The proved usefulness of Office of Education library statistics is found in the planning publication of the American Library Associa¬ tion, College and University Libraries and Librarians hip, which states “The publication of College and University Library Statistics , 1939- Jp 0 , was an event of real importance in the college library field.” Another compilation, Statistics of Public-School Libraries , distributed in the early fall of 1945, has been widely used for many purposes: For example, by State supervisors of school libraries to help raise standards of service, by school accrediting associations to assist in revision of standards for member schools, and by publishers to determine potential markets for children’s library books. In cooperation with the staff of the Research and Statistical Service, the public library specialist has had a major responsibility in a Nation¬ wide collection of public library statistics covering the fiscal year ended in 1945. These data were intended as a basis for tabulations and interpretations to be published in the series of library statistical com¬ pilations issued periodically by the Office of Education since 1870. In order to keep the library statistical program adjusted to the needs of the profession, the Commissioner invited a group of library specialists to Washington early in March to discuss problems and make recommendations. These conferees submitted a series of pro¬ posals covering the items to be collected, the frequency of collection, and the types of libraries: Municipal public, county public, school, college and university, government, and special. U. S. OFFICE OF EDUCATION 153 The public library specialist, jointly with other staff members in the Service to Libraries Section, has assembled data on the legal authority, organization, administration, and activities of State library agencies, intended for publication in a manual now being prepared to assist State library authorities in plans for legislative action. The specialist for school libraries continued research in the field of lay-outs, equip¬ ment, and furnishing of school libraries. This staff member also gave consideration to the factors involved in desirable library service to children and young people. Bibliographical Services The bibliography, 500 Books for Children, due to urgent requests for an up-to-date, annotated list of elementary library books from such groups as the Department of Elementary School Principals, was sup¬ plemented by publication (in the October 1945 issue of School Life) of the completed portion of a revision which was under way during the year. Reprints of this 1939-45 Supplement to 500 Books were avail¬ able for wide distribution. Various unpublished bibiographies were prepared in the Library Service Section, such as a list of children’s books for use of the Inter- American Education Foundation, a list of books on citizenship for use by the Department of State in Japan, and a list of sources of inter¬ national information available for use in schools. During the year the specialist for public libraries furnished the publishers of a standard municipal reference work with a list of recent professional publications on public library administration. The spe¬ cialist for public libraries, as a member of the Inter-Divisional Com¬ mittee on Adult Education in the Office prepared for the use of that committee, A Preliminary Working Checklist of American and British Books on the Theory and Methods of Adult Education — Published 1940-1946. Service to Libraries was responsible for the monthly column, New Publications of Other Agencies, in School Life, a selected list of Gov¬ ernment documents considered to have significance for librarians and teachers. The unit also assumed the major responsibility for com¬ piling an extensive list of books and periodicals to be used by the Korean Education Commission in stocking a teachers college library in that country. Consultative and Informational Services Consultative service was rendered by field trips, by office interviews, and by correspondence. The specialist for school and children’s libraries participated in a State-wide library institute attended by ap¬ proximately 100 school and public librarians at the University of 154 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 194 6 Alabama. This staff representative conducted daily discussions on books and reading for children and young people, and worked also in the held of library materials in the Latin-American workshops being held on the same campus. At the Library Planning Conference of the Southern Association of Colleges and Secondary Schools held October 18-23 at Atlanta, Geor¬ gia, the specialist for school libraries served as consultant. Problems of the conference were standards for the training of librarians and standards for libraries in the member schools. The State supervisors of school libraries at the meeting asked for a discussion of: (1) In- service training of school librarians; (2) initiation of a leaflet on State school library supervision ; and (3) development of a clearing house for the activities of State school library supervisors. Another type of service was carried on in Louisiana at the request of the State Department of Education and the State Library Commis¬ sion, where discussions were conducted with librarians of school, parish, and college libraries, and with teachers and school administra¬ tors. District meetings were held in New Orleans, Winnfield, Shreve¬ port, Monroe, and Baton Rouge. Work with teachers colleges included contributions to the first annual Eastern Pennsylvania Library Conference at Kutztown and consultative services at the newly organized school for librarianship at the Western Michigan College of Education. Similar services were rendered at an in-service workshop held in Wisconsin under the auspices of the State Free Library Commission, a discussion group on book selection sponsored by the Michigan Library Association, and a workshop for school librarians at the Indiana State Teachers College. Service to Libraries was represented on the small Library Advisory Council of the Joint Army and Navy Committee. This group was available, upon request, for consultative service in connection with the library programs of the armed forces. Representative of numerous consultative services of the public library specialist during the year were the following: (1) At the re¬ quest of its president, a college for women in the District of Columbia was visited and recommendations were made by the public library specialist as to expansion of shelf and seating capacity; (2) jointly with other library specialists in the Office of Education, the specialist for public libraries was consulted on plans for a new site and building for the suburban public library in Maryland; (3) A local civic im¬ provement association in New Jersey requested and was advised as to publications in library science useful in developing community library service; (4) War Department officials were assisted in the selection of reading materials for air base libraries faced with the problem of serving the civilian population; (5) the specialist for public libraries U. S. OFFICE OF EDUCATION 155 participated in the annual Conference of Eastern College Librarians held at Columbia University in the fall of 1946 and devoted to the immediate postwar library problems of colleges and universities. The specialist for public libraries, in cooperation with other staff members, has prepared monthly for publication in the Library Service column of School Life, a review of significant activities of public and school libraries in various States and localities. This in¬ formation has been based on official data selected for its importance as a useful pattern of library service and as library news of interest to educators. Consultative service was given also through office conferences and by correspondence with librarians, teachers and administrators from the United States, official visitors from foreign nations, and United States appointees being sent abroad on foreign assignment. Among foreign visitors were included a representative of the newly organized Ministry of Education in Australia, and a representative of the Sia¬ mese Government, who spent several months studying the children’s books assembled by the specialist for school and children’s library work. Representing Library Interests Nationally Close cooperation was maintained with national and State library associations. The relationships with the National Relations Office of the American Library Association have been of mutual help. Na¬ tional meetings, governmental and nongovernmental, have been par¬ ticipated in, where library interests are involved and information about developments passed on to school, college, and public librarians. Unfortunately, it has not been possible to perform this service ade¬ quately because of lack of staff. The section has engaged, however, in activities with national or¬ ganizations. For instance, conferences were held with a representa¬ tive of the General Federation of Women’s Clubs in connection with the latter’s proposed program to provide a youth library in every community. As a result of these conferences, the specialist for school and children’s libraries prepared a folder on youth libraries which was given wide distribution. This specialist also cooperated with other staff members of the office in preparing a chapter for the cur¬ rent yearbook of the Department of Elementary School Principals. Included among the other national organizations in which the special¬ ist represented library interests were: Association for Childhood Education; Educational Policies Commission; American Association of University Women; American Junior Red Cross, and the National Congress of Parents and Teachers. At the request of the Illinois State Civil Service Commission, the Service to Libraries Section conducted, for the area around Washing- 156 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 ton, the examinations for library positions in Illinois. This involved the administering of the written tests and the holding of oral examina¬ tions of the applicants. It constitutes a good example of how this national agency can be of practical assistance to State library agencies. Until the library consultant for surplus property was appointed to the staff of the division in the office responsible for that program, the unit gave considerable time to the problem of surplus army libraries, textbooks, and other materials. It meant contact with Federal offi¬ cials on the one hand and with the State and local library authorities on the other. In the light of the present deficiencies existing in our school, col¬ lege, and public library systems, this function of representing library interests at the national level should be greatly strengthened. It should be performed in cooperation with the activities of other Federal libraries in some cases, but in many instances it should be the special responsibility of the Service to Libraries Section. It will mean care¬ fully planned and executed research to produce or reemphasize guid¬ ing principles in the field of library operation and extension. Educational Uses of Radio The volume of requests for program materials, informational and advisory assistance, and consultation services received by the Educa¬ tional Uses of Radio Section during the fiscal year ending June 30, 1946, was approximately double that of the preceding year. The bulk of this demand was directed toward obtaining informational materials and consultation services relating to the production, broad¬ casting, and use of radio programs and recordings designed to serve specialized educational applications. Increasing specificity in the na¬ ture of requests received, along with a noticeable emphasis on instructional methodology and diversified program-utilization tech¬ niques indicates wider appreciation and understanding of the poten¬ tialities of radio and audio aids in accelerating learning, in broadening its scope, and in promoting its retention. Script, Transcription, and Information-Exchange Services During the year, 70 new educational-program scripts have been put into circulation through the script exchange, and the number of re¬ corded educational programs available to educational institutions through the Transcription Exchange has been increased by another 50 programs. These new educational-program acquisitions tend partially to off-set the number of scripts and transcriptions dealing with prob¬ lems of war-time significance which have been retired from circulation because of sharply- diminished borrower interest. This has tended to keep the volume of script and transcription circulation for the past U. S. OFFICE OF EDUCATION 157 fiscal year at approximately the same level as that of the three preced¬ ing years. It should be pointed out, however, that the demand for educational-program scripts and transcriptions dealing with cultural, scientific, and vocational topics is growing at a more rapid rate than that of new program acquisitions. This is due, in part, to the fact that more schools are beginning to use educational-program scripts and transcriptions, and, in part, to the fact that schools and colleges now in the process of developing new educational FM broadcast sta¬ tions are turning to the Offices radio section for these program materials. Table 6. — Services provided by the Educational Uses of Radio Section, fiscal year 19J/5-46 Materials or services provided on request Volume for 1945-46 Volume for 1944-45 Grand total to date 1 2 3 4 Supplementary (informational) materials: Radio Manual, Radio Glossary, Handbook of Sound Effects, and Radio-Program Production Aids (all separate publica¬ tions) _ _ - _ _ 1,536 57, 164 1,175 10, 661 5, 959 6, 418 8, 002 4,200 1,574 625 351 Production Aids (includes above publications and replaces t.hprrri - . _ _ 1,175 3,096 1,850 134 5, 027 2,000 1,015 625 351 Radio Bibliography _ _ College Radio Courses (a directory of courses for teachers) . . . Technical Publications (loan circulation) - - - FM for Education (miscellaneous No. 7) . . . Standards for College Courses in Radio _ State-wide Educational FM Broadcast-System Planning (mimeo.) _ _ _ _ _ _ _ 35 227 2,975 2,200 659 Coordinated State-wide Educational FM Broadcast Planning (mimeo.) . _ _ _ _ - - _ _ Information Bulletins on Educational-Station Planning (mimeo.) _ _ _ Total . _ 15,273 7, 532 96, 129 Catalogs: Fourth-Edition Script Catalog and 0. C. D. Script Catalog (dropped) . . . . . . 499 1,406 199 1,288 599 11,290 9, 064 6,016 8, 955 1,830 Scripts-for- Victory Catalog _ _ _ _ _ .. 125 95 927 1,231 Script-Catalog Supplement - _ _ _ - Transcrip tions-for- Victory Catalog.. . . Transcriptions-for-Victory Catalog Supplement . Totals . . . . . . . 2,378 3, 991 37, 755 Miscellaneous: Transcription Circulation (program loans) _ _ _ Script Circulation (program loans) _ _ _ F. R. E. C. Service Bulletin (total copies) . . . . . F. R. E. C. Program-Listing Service Bulletin . . Requests Filled for Technical Advice or Information _ States Given Requested FM-System Planning Assistance _ Individual Requests Received for one or M ore Services . . . . Separate Pieces of Out-Going Mail.. . . . . . . . 2,481 6,329 49, 166 9, 300 502 10 16, 438 37, 815 2,604 8,989 40, 000 5,198 493 14 16, 159 39,826 13, 060 352, 386 389, 666 19, 198 1,891 26 103, 239 Unknown. The general trend, on the part of schools and colleges, toward de¬ veloping educational FM broadcast stations has greatly accelerated the demand for information concerning administrative procedures for the planning and development of educational FM broadcasting sta¬ tions and State systems, the translation of educational-program needs of listeners into scheduled program services, and techniques of educ&- 158 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 tional program production and use. This is reflected in the fact that the demand, for the fiscal year just ended, for informational publica¬ tions dealing with these subjects, as shown in table 6 was slightly more than double the demand for corresponding materials during the pre¬ ceding year. Federal Radio Education Committee Services A number of changes have occurred, during the past fiscal year, in the membership of the Federal Radio Education Committee. Upon termination of term of office as president of the National Association of Broadcasters, J. Harold Ryan resigned as a member of the FREC, to be replaced by the Association’s new president, the Honorable Justin Miller. Similarly, when Harrison B. Summers resigned as director of public service programs for the American Broadcasting Co., his successor, Robert Saudek, replaced him as the American Broadcasting Co. representative on the Federal Radio Education Committee. Edgar Kobak, president of the Mutual Broadcasting Co. was appointed to represent his network as a member of the FREC. In view of the fact that American Education is presently concerned with redefining its obligations in this period of transition from a period of wartime economy, it is but natural that the membership of the Federal Radio Education Committee should undertake a thoughtful review of its past accomplishments in the light of both continuing problems in the field of education by radio and such new problems as can be anticipated at this time. To this end, the special committee to study postwar activities has unanimously recommended continua¬ tion of the FREC, and has outlined more than a dozen new research and service activities that might legitimately be undertaken by the Committee if and when funds can be found to support them. (A pro¬ posal to raise the necessary funds through one or more of the educa¬ tional foundations, as well as through the National Association of Broadcasters, was under consideration at the close of the fiscal year.) Likewise, the special committee to consider possible expansion of FREC membership has suggested names of a dozen new organizations for possible membership in an effort to make the FREC more com¬ pletely representative of all groups concerned with education by radio. (Action on its report was deferred for consideration until the time of the 1946 fall meeting of the Executive Committee.) Meanwhile, established FREC services have continued during the past fiscal year. Although demands for copies of the monthly Sug¬ gested Radio Programs for Student Listening were approximately doubled those of the previous year, reduced personnel and lack of funds made it necessary to keep the mailing list to a minimum. How¬ ever, toward the close of the fiscal year, arrangements were made with U. S. OFFICE OF EDUCATION 159 the publishers of the Scholastic Teacher magazine to print the full program listings as a monthly feature. It is hoped that similar ar¬ rangements can be made with other professional educational journals in the interests of extending the circulation of the program listings still further. Preparation of the annual Directory of College Radio Courses, sus¬ pended during the wartime years, was resumed this year in response to demands from students specializing in this field, and from repre¬ sentatives of the radio-broadcasting industry. Returning veterans and their counselors, as well as college student counselors, have commended the FREC for making this useful information available. The total supply of 3,000 copies that were made of the current di¬ rectory already has been distributed, and new data are now being collected for the next edition. Wartime restrictions reduced the mailing list of the FREC Service Bulletin to slightly under 5,000 names. Advisory and Consultation Services Four general types of advisory and consultation service were pro¬ vided during the past fiscal year in response to the requests received for assistance. Stated in order of amount of staff time expended in meeting these demands, these services were: (1) Assisting State de¬ partments of education, colleges and universities, and city school systems in relation to the planning of educational FM broadcast stations and the program services to be offered; (2) providing requested information or advice to individual school systems and teachers in relation to problems of educational-program selection and use, audio-equipment selection and use, and school audio-equipment requirements for specialized applications; (3) participating in meet¬ ings and projects involving various aspects of the use of radio in education; and (4) meeting with representatives of national service organizations and of broadcasters to discuss problems of producing programs to serve particular educational applications. During the fiscal year, direct field assistance in the nature of ad¬ ministrative, procedural, and technical consultation was provided to State educational FM broadcast-system planning bodies in each of 10 different States — Virginia, North Carolina, South Carolina, Georgia, Alabama, Texas, Indiana, Ohio, Connecticut, and Maryland. Assist¬ ance of the same kind was also provided to planning bodies in each of four other States through consultations with individuals that were sent to Washington to meet with Radio section personnel. In addi¬ tion, field service in the nature of participation in State and regional conferences to promote the use of radio in education was provided to a total of 11 different States. As of June 30, 1946, a total of 31 States 160 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 were known each to be planning the development of enough educa¬ tional FM broadcast stations to insure substantially State-wide pro¬ gram service, while 12 of these were actively engaged in developing plans for complete State- wide educational FM broadcast systems. Assistance provided in response to requests for assistance or advice relative to radio-education problems of individual school systems and teachers was of three general types: (1) Sending printed or mimeographed informational materials dealing with the problem specified; (2) providing the requested information or advice by let¬ ter; and (3) preparing carefully detailed information pertaining to problems of unique or highly specialized nature. Requested participation, by members of the Radio Section’s profes¬ sional staff, in special meetings and projects involving the use of radio in education accounted for somewhat over 80 man-days of staff time, and included such kinds of assistance as (1) speaking before teacher groups and meetings of educational and civic organizations concerned with the use of radio in education; (2) participating actively in the work of the Joint Committee of the Office and the Radio Manu¬ facturers Association on Standards for School Audio Equipment; (3) taking part, as discussion leaders and special-problems consult¬ ants, in the Ohio and the Wisconsin State Radio-Education Plan¬ ning Workshops held during July and August of 1945; and (4) serving on the advisory committees of professional radio-education organizations such as the Institute for Democratic Education (New York City) and the School Broadcast Conference (Chicago). Joint Study of School Audio Equipment Standards The special committee which was created, in June 1944, under joint auspices of the Office of Education and the Radio Manufacturers As¬ sociation to study problems school people encounter in the use of various kinds of radio and sound-amplifying equipment, and to de¬ velop recommendations as to design, construction, operative character¬ istics, and performance standards for equipment of this kind, com¬ pleted an exhaustive study of central program distribution systems and related accessory equipment in the schools. This report is being published at the expense of the Radio Manufacturers Associa¬ tion. Scheduled for similar study during the coming fiscal year are radio receiving-sets for classroom use, together with equipment for making and playing recorded programs. Liaison Services Liaison relationships that have been maintained by members of the Radio Section’s professional staff during the past fiscal year include the following : U. S. OFFICE OF EDUCATION 161 1. Continuing promotion of mutual understanding (of problems, motives, and needs) between educators and broadcasters, through the medium of the Federal Radio Education Committee. 2. Direct liaison with the National Association of Broadcasters and with “key” personnel of the radio networks and independent stations, aimed at keeping commercial broadcasters continuously informed of developing trends in the use of radio in education. 3. Direct liaison with the Association for Education by Radio, the Na¬ tional Association of Educational Broadcasters, the National Edu¬ cational Association, and other professional organizations and groups of educators concerned with the use of radio as an educational medium. 4. Direct liaison with the Federal Communications Commission aimed at keeping that body continuously informed of the status and directions of planning for noncommercial broadcasting by educational institu¬ tions and State departments of education, in an attempt to make sure that the Commission fully understands the needs, problems, and motives of existing and prospective educational-station licensees. 5. Direct liaison with the Radio Manufacturers Association and with other trade organizations representing manufacturers, distributors, and re¬ tailers in this field, aimed at promoting a clearer understanding, by the radio manufacturing industry, of specific educational applica¬ tions and conditions of operation for which they will need to provide in the design, construction, and installation of equipment items they produce for the school market. 6. Direct liaison with the Institute of Radio Engineers and with pro¬ fessional radio consulting firms, aimed at the continuous accumula¬ tion of NEW technical information pertinent to the designing, pro¬ duction, and use of new communications — equipment items for educa¬ tional applications. 7. Direct liaison with service, religious, and professional groups and or¬ ganizations interested in the production and/or use of educational radio programs and transcriptions. (Groups of these kinds with which close working relationships have been maintained over the past fiscal year include various religious groups, educational foundations, and a variety of national organizations such as the Association of Women Directors of the National Association of Broadcasters, the Association of Junior Leagues of America, the Girl Scouts, the Inter¬ collegiate Broadcasting System, and Town Hall, Inc.) Visual Aids for War Training With the end of the fiscal year, 1946, the Division of Visual Aids for War Training completed its wartime production program. The division was created in February 1941 to produce visual aids specifi¬ cally designed to expedite the training of war workers. During the 5 years of its existence the division produced a total of 457 visual-aids units, which included 457 sound motion pictures, 432 silent film strips, and 457 instructors’ manuals. It was planned that the sound motion picture, silent filmstrip, and instructors’ manual would be used as a unit of visual materials with each complementing and supplementing the other. 726458 — 47 - 7 162 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 These visual aids units were produced in the basic areas of wartime training where the shortages of manpower were most critical and where visual materials could make the optimum contribution. The primary purpose was to assist in training men by providing an au¬ thoritative film demonstration which used all the unique techniques of visual presentation to present the essential facts, develop an un¬ derstanding of the basic principles involved, assist in developing desirable attitudes and appreciations, and to provide a picture, which the trainee would imitate, of a skilled operator performing a job. Extent of Production The following table indicates the total number of visual-aid units produced in the various subject-matter areas: Total number of productions Subject areas in each subject Machine shop work - 125 Aircraft work _ 77 Precision wood machining _ 41 Shipbuilding skills - 40 Electrical work _ 28 Engineering _ 23 Problems in supervision _ 22 Automotive operation and main¬ tenance _ 19 Total number of productions Subject areas in each subject Farm work _ 18 Refrigeration service _ 15 Nursing - 14 Foundry practice _ 14 Plastics - 10 Optical craftsmanship _ 6 Welding _ 5 Total _ 457 Each of these general areas of subject matter included many dif¬ ferent types of work. For example, the 125 units in machine shop work include the following : Total number of productions Subject areas in each subject Basic machines _ 4 Precision measurement - 8 Carbide tools _ 5 Blueprint reading _ 5 Bench work - 10 Operations on the lathe _ 17 Operations, on the drill press _ 5 Operations on the turret lathe _ 7 Operations on the milling machine. 15 Operations on the metal cutting band saw _ 2 The use of single point cutting tools _ 2 Total number of productions Subject areas in each subject Operations on grinding machines— 23 Operations on the horizontal bor¬ ing mill_ _ 6 Operations on the vertical bor¬ ing mill _ 3 Operations on the shaper _ 3 Operations on the broaching ma¬ chine _ _ _ 3 Operations on the planer _ 2 Operations on the gear hobher _ 5 Each of these series in turn consisted of film demonstrations of a graded series of specific jobs. Each of these general subject matter areas was selected by the Office Committee after a careful study was made of the areas where manpower shortages were critical and in terms of the continuing use¬ fulness of the material in peacetime training. These subjects were then submitted to the War Manpower Commission for approval. In the meantime, staff members prepared job break-downs and treatment synopses. U. S. OFFICE OF EDUCATION 163 Contracts Awarded Production was undertaken by commercial producers working under a production contract awarded on a competitive-bid basis. Altogether 35 commercial producers located in all parts of the country assisted in the production program of the division. The commercial producers were guided and assisted in their work by a team of Office specialists ; one a specialist in the use of visual techniques in education and the other a specialist in the subject matter of the film under production. The production of motion pictures in machine-shop work introduced new problems of accuracy and authenticity, for it introduced a new dimension. An operation on a machine could be completely accurate in terms of the operations and the end result, but could be quite unde¬ sirable in terms of the movements of the operator which could be awkward, or unsafe, or inefficient. To make certain that the films were completely accurate and trustworthy instructional materials, a local vocational advisory committee was established in each State to check each step in the production of each series of films at the studio or in the shop of the commercial producer. The finished visual aids units were sold outright to all training groups interested in purchasing and using them. This policy was followed since it was believed that (1) the films would be most ef¬ fectively used v7hen they were locally available at the time they fitted best into the course of instruction, (2) the distribution of the films should be achieved at the lowest cost to the Government. Film Distribution Following the basic policy of utilizing existing facilities, the dis¬ tribution of the films was awarded on the basis of competitive bids on a contract. For the fiscal year of 1946 they were distributed by Castle Films, Inc., of New York City. After the division had been in operation for some time, Congress in making the annual appropriations placed the production on a liquidating basis and provided : “Copies of slides and films hereafter made shall be sold at a price sufficient to pay the whole cost of pro¬ duction of such slides and films.” On the basis of estimated sales, it was decided that $5.75 per sound motion picture and $0.35 per filmstrip should be returned to the Treasury Department. Extent of Sales The following table indicates the number of prints sold and the moneys returned to the Treasury Department during the fiscal year 1946. 164 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 Table 7. — Sales for the fiscal year 1945-46 Number of— Money received Date Motion pictures Film strips .Tnlv ms 880 413 $5, 181. 55 3, 175. 35 4, 287. 85 3,367. 75 4, 664. 10 435.30 August _ _ _ _ _ 526 431 September _ _ _ _ _ _ 651 1, 556 449 October _ _ _ 564 November _ _ 770 676 Dp.nfimhftr 74 28 Jn.nna.rv 1946 1,113 304 1, 085 611 6, 779. 50 1, 961. 85 3, 428. 15 3, 741. 25 1, 586. 75 3, 810. 40 February _ March. . _ _ _ _ 557 644 April _ _ _ _ _ 605 750 May _ _ _ _ 254 515 Jnnfi _________________ 632 504 Total 6, 990 7,662 42, 420. 50 A summary of the sales during the previous years follows: Fiscal year Number of prints sold Sums returned to the Treasury Motion pictures Film strips 1941-42-43 _ _ _ _ _ _ _ _ _ 28,112 3, 038 7, 542 6,990 0 1,250 5,907 7,662 0 $12, 951. 75 52, 380. 15 42,420.50 1944 _ _ _ _ _ _ _ 1945 _ _ _ _ _ 1946 . . . . - _ _ Total _ _ _ _ _ _ _ _ 45, 622 14,819 107, 751. 85 During this same period the armed forces purchased a total of approximately 22,000 prints of the sound motion pictures. Alto¬ gether some 67,000 prints of the sound motion pictures and 15,000 prints of the filmstrips have been purchased for use in training. None of the years listed were ever free of various material shortages that tended to make the sales less than the demand. During the war period the sales of prints (exclusive of the armed forces) were approximately 75 percent to war industries and 25 per¬ cent to vocational schools. During the fiscal year of 1946 the averages were changed considerably with approximately 70 percent to schools* 15 percent to industries, and 15 percent to foreign governments. Prints have gone to South Africa, Canada, New Zealand, Australia* China, India, Mexico, Brazil, Chile, and other nations. In addition to the foregoing production program the division through funds provided by the Office of Inter- American Affairs pro¬ vided Spanish and Portuguese versions of five of the subjects on the lathe. The division also with funds provided by the United States Public Health Service produced three sound motion pictures dealing with the pasteurization of milk and two films on the techniques of mass U. S. OFFICE OF EDUCATION 165 radiography. All of these films are distributed within the United States through the present Office of Education distribution contract. The division through its distribution contract has also made avail¬ able to educational institutions approximately 400 additional films produced by the armed forces, the United States Public Health Serv¬ ice and the Civil Aeronautics Authority. Publications As a part of its wartime production program the division was responsible for the issuance of a catalog of Government films, which listed for the schools the films produced by the various governmental agencies and available for educational uses. The division has also directed the issuance of a complete catalog of the films distributed under its distribution contract, as well as the monthly newsletter describing the films most recently placed on sale. The final report of the wartime activities of the division was given in the Office of Education Bulletin 1946 No. 13, Training Films for Industry: Final Report of the War Training Program of the Division of Visual Aids for War Training. This report provides a discussion of the problems of educational film production, and suggests some of the research needed in the field. As a result of the wartime activities of the divi¬ sion there remains as a continuing contribution to vocational training the visual aids units. The large majority of these will continue to be as useful in peacetime training as they were in wartime. The division maintains a library of its own productions, which is avail¬ able to all Government agencies and visitors for previewing and study. There also remains approximately 20,000 still pictures that represent the original negatives used in the production of the film strips. These stills are being made available to publishers of text¬ books and magazines for illustrative purposes. Schools are also re¬ questing copies of these and are using them to develop posters and other classroom aids. The increasing interest of all types of educational institutions in the field of visual education has been manifested by a constantly in¬ creasing demand for assistance in the various phases of production, distribution, and utilizatipn. The division, therefore, in addition to its wartime functions of film production, undertook to make the serv¬ ices of its staff available to consult and advise with educational in¬ stitutions and industrial organizations, and other governmental agencies. The period of the war has seen a great increase in the general under¬ standing of the potential role that visual aids can play in education. The widespread and intensive use of visual aids in the training of the armed forces has received wide attention. Furthermore, as the members of the armed forces return to positions of influence in their 166 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 home communities they are often responsible for developing the in¬ terest of the local schools in the more effective use of these new tools of instruction. As a result of these influences the demand for assistance has in¬ creased beyond predicted limits. Schools, business organizations, industrial concerns, governmental agencies, international agencies, and foreign governments are interested in developing a more compe¬ tent understanding of the applications of visual education. Some assistance has been given on an increasing scale but it is difficult if not impossible to meet effectively the existing demand. At the present time there exists no complete and authoritative body of statistical data in the field, the training of personnel in the field of visual education is quite inadequate, there is a dearth of good courses in the use of visual aids in the education of prospective teachers, and the general demands for knowledge far exceed the information that is now available. There is a serious need for further study and re¬ search of the problems of utilization, distribution, and production. The war period saw great advances made in the field. It remains for peacetime study to apply the knowledge gained during the war to the problems of education and to conduct the study and research necessary for the continuing development of these new tools of instruction. SCHOOL ADMINISTRATION The Division of School Administration realizes that no State or local system or program of education is likely to advance far beyond the vision, the imaginative leadership, the genius for organization, or the resources of technical skill and knowledge which its chief executive officer can bring to bear upon its administration. The primary effort of the division, therefore, has been to make available technical leader¬ ship resources which can be provided most effectively at the national level to rapidly improve the quality of educational administration at local levels, and thus to contribute to national strength, security, and prosperity. The division has been able to meet only a small fraction of the re¬ quests and demands from the field for greatly needed services. The very limited staff, however, spread its services over a wide range of important problems and over widely separated areas of the Nation. The work of the staff involved activities of which the following are typical : 1. The maintenance of current comprehensive cumulative tiles on prob¬ lems of educational administration, and using same in conducting correspondence, interviews, and committee work. 2. Research for discovering, gathering, organizing, analyzing, and present¬ ing information regarding all aspects of school administration with particular attention to needs, problems, trends, and successful pro¬ grams of operation involving significant developments. 3. Participation in State, regional, and national conferences, workshops, committee studies, and activities, conventions, meetings, and impor¬ tant activities of all legitimate kinds where problems of school ad¬ ministration of national concern are considered. 4. Consultative services for and participation in surveys of State educa¬ tion systems or selected city or county systems. 5. Field visitation and services to State departments of education, col¬ leges, and other appropriate educational administrative agencies. 6. Publication of leaflets, pamphlets, bulletins, study and survey reports, and by preparing articles for publication by professional magazines. 7. Maintenance of working relationships with, and provision of consulta¬ tive services for professional and technical organizations and appro¬ priate lay organizations whose activities have implications for school administration. W ork With Chief State School Officers By constitutional provision in 33 States, and by State statutory law in the remaining 15 States, the chief State school officer has been 167 168 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 designated as the head of the public school system. Ordinarily he serves as the chief executive officer of the State board of education. He is responsible for long-range planning and for professional leader¬ ship on all matters pertaining to education within his State. He has professional, legal, and official responsibility for influencing public officials of the State in the establishment and maintenance of the State pattern of education and in setting minimum standards for the various local subdivisions. The chief State school officer exercises his responsibilities through a professional staff known as the State department of education which, as a legally established agency of official State government, is under his general direction. The State department of education must pro¬ vide broad professional leadership and expert, technical consultative services not otherwise readily available through a local school admin¬ istrative unit. Probably no official or professional agency is com¬ parable to the State department of education in potential influence for the advancement of education along sound lines. Poorer and less favored school communities, while retaining local control of their schools, must look to this official State educational agency for a high quality of leadership beyond their local power to provide. They must also look to the State department of education for the establishment and execution of sound policies for the equitable distribution of State funds to provide more nearly equalized educa¬ tional opportunities throughout the State. The United States Office of Education maintains a constant, official, direct relationship with each chief State school officer and with each State department of education. In addition, the Division of School Administration has established definite working relationships with the National Council of Chief State School Officers, an organization to coordinate and unify the study and activities of State departments of education on problems of common concern. During 1946 the Com¬ missioner of Education and the director of the Division of School Administration met often with the officers and the executive com¬ mittee of the organization and served as consultants on most of their plans. A division staff member was assigned to serve as secretary of the planning committee of the study commission established by the council. Office of Education specialists from several of the divisions served as consultants to various committees on studies undertaken by the study commission. The April and May 1946 issues of School Life carried complete reports of the annual convention, resolutions adopted, reports to the council from committees of the study commission on a wide range of problems, and the policy statements of the National Council of Chief U. S. OFFICE OF EDUCATION 169 State School Officers. Reprints of this special material have been made widely available. The director of the Division of School Administration has been designated as liaison between the council and the United States Office of Education. General Administration and Business Management Services In the absence of staff members to be assigned on a full-time basis to give attention to a wide range of problems in general administra¬ tion and business management, the director has attempted to answer correspondence and provide consultative services on many and varied problems on which there is increasing demand from the field for specialized technical service from the United States Office of Educa¬ tion. Such problems include the organization and functions of State, city, and county departments of education; budgeting, accounting, and reporting procedures; purchasing, handling, distributing and using of supplies and equipment ; the pre-service and in-service educa¬ tion of school administrators ; special problems of rural school admin¬ istration and the reorganization of school administrative units. Pupil Transportation Services In pupil transportation, as in other fields, 1945-46 was a period of reconversion. During the war, State and local school systems made every effort to provide essential transportation service with minimum interference to the war effort. Bus routes were skeletonized to save tires and gasoline. Old buses were patched up, sometimes at very high cost, to make them last through the war. Bus drivers and school bus mechanics left school transportation in large numbers for activities more remunerative or more directly connected with the war. They were replaced by housewives, highschool boys and girls, and general handy men. Most of the children got to school most of the time, but often under difficult circumstances. The urgency of these problems made it necessary for the Office of Education, as well as many States and local school units, to devote increasing time and energy to the whole area of pupil transportation. In 1945-46 atten¬ tion was centered on certain of the most pressing problems on which progress must be made to provide safe, economical, and efficient trans¬ portation for all children entitled to the service. Because of the acute need for new equipment it was a foregone con¬ clusion that tens of thousands of school buses would be purchased in the first few years after the war. To make sure that all of these new buses would be the best that the industry could build at moderate cost, there was need for a revision of the national bus standards adopted by a conference of the representatives of all the States in 170 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 1939. The Office of Education participated in planning and carrying on a conference which was held at Jackson’s Mill, W. Va., in October 1945. From this conference resulted a new set of national school bus standards which are rapidly being adopted in most of the States. Attention to the pressing problem of the selection, employment, training, and retention of competent and reliable drivers for school buses required much time and intelligent planning in 1945-46. Many States do not yet have adequate standards for school bus drivers and the standards which do exist vary widely from State to State. Less than one-third of the States now have organized programs for the training of school bus drivers. However, a large majority of the States are now actively interested in setting up adequate standards for drivers and in giving them a course of training after they are em¬ ployed. Many State transportation supervisors have been asking for information on the experience of other States on these problems. To help those who are responsible for formulating programs for the selection and training of school bus drivers, the Office of Education published Pamphlet No. 100, School Bus Drivers — Current Practices in Selection and Training. In 1944 the Division of School Administration initiated a com¬ prehensive survey of pupil transportation to include studies on (1) the legal basis ; (2) financing; (3) records and reports ; (4) the selec¬ tion and training of school bus drivers; (5) school bus standards; (6) school bus maintenance; (7) methods of purchasing buses; (8) ownership of buses; (9) insurance; and (10) State and local respon¬ sibility. Studies on these problems were scheduled to appear over a period of 3 years. The 1945 National Conference on School Bus Standards requested that the study on pupil-transportation insur¬ ance be completed as soon as possible. Since the studies on two of the other problems were in a more advanced stage and since the limited staff working in this field could not issue the study on insur¬ ance this year, the research division of the National Education Asso¬ ciation was requested to complete the study. This they agreed to do and the Office turned over to them the incomplete data which had been collected on the insurance problem. As a result of the coopera¬ tion of the NEA, this study can be issued at least a year earlier than otherwise would have been possible. Other aspects of the study were continued by the Office of Education. Considerable progress was made in the collection of information for a study on school bus maintenance. A great deal of material con¬ cerned with the maintenance of motor vehicles is now available, but much of it either presumes the maintenance of large fleets of vehicles on a commercial basis or the maintenance of vehicles which travel great distances in the course of a year. There is urgent need for set¬ ting up procedures which will apply to the maintenance of school U. S. OFFICE OF EDUCATION 171 transportation facilities ranging from single vehicles to fleets of 100 or more which wear out more from deterioration than from use. Sev¬ eral States have had valuable experiences in setting up such programs and operating them over a period of years and this study will pool these experiences and evaluate them. In this study assistance is being given by an advisory committee composed of persons who have had extensive practical experience in the operation of school bus mainte¬ nance programs. Because of the quick growth in pupil transportation and rapidly changing conditions, many local units which have been operating extensive programs for a period of years have been requesting their own State departments of education to conduct pupil transportation surveys. The Office assists in such surveys insofar as it can be of help to State departments of education in establishing patterns for them. Staff members cooperated this year with several State departments of education in carrying on the field work and in writing up reports for a number of county surveys of pupil transportation. The Division of School Administration performed two continuing, direct special services designed to assist States in keeping abreast of developments in the field of pupil transportation. First, it continued the practice, begun during the war, of sending periodically to all State supervisors of pupil transportation memoranda which gave informa¬ tion on some late event or development. These memoranda were not sent according to any schedule, but only when it seemed that State supervisors should receive information which would be of assistance to them. Second, the division initiated a packet loan service for sup¬ plying to those interested in certain problems in pupil transportation all materials related to those problems published by State departments of education. For example, one jacket contains all State laws con¬ cerned with pupil transportation and another contains all State pub¬ lished documents and forms relating to procedures in the purchase of school buses. Any State interested in developing procedures to be followed in the purchase of school buses may obtain all existing State publications on this topic simply by writing to tho Office of Educa¬ tion. Packets of material related to 18 pupil transportation problems have been assembled and are loaned for periods long enough to permit the borrowers to make full use of the materials. The division has continued to offer consultative services in the field of pupil transportation. In addition to assistance through corre¬ spondence, visits were made to several State departments of education to discuss with appropriate staff members the most pressing problems of their schools in rendering this service. A staff member served as consultant to a pupil transportation conference which was composed of representatives of 11 Midwestern States. In addition to working with the States, the Office continues to cooperate with other organi- 172 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 zations and agencies which work with problems related to pupil trans¬ portation, such as the National Safety Council, the Safety Commission of the National Education Association, the American Automobile Association, and the Automotive Safety Foundation. School Finance Services Reports collected and compiled by the Office of Education indicate that substantial increases were made during the year throughout the country in the amount of funds provided for the public schools. These increases were provided for principally in local school district budgets. Some of these were prepared during July and August of 1945 for the school year 1945-46 and others during the closing months of the fiscal year 1946 for the school year 1946-47. The most important item of expense for which additional funds were provided was that for salaries of teachers. These increases range from small to comparatively large amounts. Important developments during the year regarding the financing of the public schools are the many proposals voted upon favorably for school district bond issues. School patrons generally have favored a proposal to incur school-district indebtedness, when current funds are insufficient, to improve their school building facilities. Probably in no other time in the history of the country has there been more con¬ sideration given by local school districts to school building construc¬ tion needs and consequently the voting of school district indebtedness for the purpose of borrowing money to finance such construction. Unusual activity in State and local programs to improve the finan¬ cial status of schools has been accompanied by increasing requests for information, advice and technical services from the finance section of the Division, during the fiscal year. In addition to many other important activities, the Specialist on School Finance : 1. Continued the study of State Plans for Financing Education — a State by State study. Completed the description of one additional State plan which was published in the June 1946 number of School Life. Revised previously prepared descriptions of two other State plans. 2. Completed the work on the report of Federal Government Funds for Education, 1944-45 and 1945-46. (Leaflet No. 77.) 3. Issued Pamphlet No. 99, State Plans for Financing Pupil Transportation. 4. Continued work on the study, Essentials of a Satisfactory Plan for Financing the Public Schools. 5. Took part in several conferences in which State and other school ad¬ ministrators participated in study and discussion of school finances. 6. Served as a member of the Interdivisional Committee on Research and Statistics. This committee was established to : Develop recommendations on the general research program of the Office and statistical reporting projects. Advise the Chief of Research and Statistical Service regarding the work of that Service. U. S. OFFICE OF EDUCATION 173 School Legislation Services During the fiscal year ending June 30, 1946, the Division of School Administration carried on through its section on School Legislation a number of studies on important phases of school legislation and rendered consultative services touching many current problems in school legislation. The Office was called upon more than in any pre¬ vious year to render information and guidance services to interested persons concerned with Federal legislation affecting education. Probably more congressional action relative to education was in evi¬ dence than in any other single session in the history of the Congress. Information was constantly requested relative to pending educational measures. The Specialist in School Legislation attended hearings on educational bills before Congress and endeavored to keep abreast of legislative developments affecting education. In 1945, practically all the State legislatures were in session and there was considerable State legislative action affecting education. A study of this legislation continued throughout the year. The Spe¬ cialist in School Legislation visited a number of State departments of education in 1946 where important educational legislation was under consideration, deriving useful information on current State legisla¬ tive developments affecting education, and was available for consulta¬ tion by officials in State departments of education and representatives of State education associations. In addition to rendering consultative services on a wide range of problems in educational legislation, the Specialist in School Legisla¬ tion engaged in a number of projects, which included the following: 1. A review of 1945 State legislative action affecting important phases of education, including a summary of recent State legislation affecting Federal-State educational relations was published in School Life, January 1946. 2. The Division continued cooperative services in connection with the National Survey of School Transportation, with special attention to State laws affecting the transportation of school children. This project involves an analysis by States of the numerous statutory pro¬ visions applicable to the operation and maintenance of State systems of pupil transportation. This study has for its object to ascertain what type of laws governing school transportation seem to produce the most satisfactory results. Satisfactory progress is being made on this important study which will be continued into the fiscal year 1947. 3. Upon invitation from the president of the Association of School Business Officials, the Specialist on School Legislation attended in Pittsburgh a 4-day convention of school business officials and served as con¬ sultant to the organization. He addressed the convention on Recent State Legislative Action Affecting the Business Management of Schools, and participated in group discussion of problems in the management of school business affairs. 174 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 4. Work has continued on the project of developing a bulletin on the Codi¬ fication and Improvement of State Laws Relating to Education. This study is designed to serve as a handbook of useful information, sug¬ gestions, guiding principles, procedures, classification of subject mat¬ ter, etc., designed chiefly for the use of those interested in and engaged in improving their State school laws. There is considerable aware¬ ness of the need of simplification and recodification of school laws in many States. An increasing number of State legislatures are con¬ cerned with this problem. Some of them have authorized such under¬ takings and have appropriated money therefor. Hence the need of leadership and services of this type from the Office of Education is increasingly in evidence 5. The Specialist in School Legislation completed a manuscript on Inter¬ national Exchange of Teachers — Legal Aspects, which was printed in School Life, December 1945. This article deals with some of the international legal involvements confronted by a teacher who en¬ deavors to carry on his profession in a foreign country. Considerable interest has been manifested in this field. 6. Work was devoted to the compilation and classification of digests on current State legislation affecting different phases of education. The need for this information is constant and is essential to the rendering of effective consultative services in school legislation by the Office.- 7. The Division of School Administration also kept up-to-date classified information on educational measures pending before Congress. A summary of legislative measures enacted by the 79th Congress, First Session, appeared in School Life, October 1945. Considerable attention of the Specialist on School Legislation was devoted (1) to personal interviews with State and local school officials and representatives of Federal agencies with respect to current prob¬ lems and needs in educational legislation; (2) to various divisions and staff members of the Office in reference to legislative problems in their respective fields, and (3) in conducting the wide range of cor¬ respondence relative to school legislation. School Plant Services During the fiscal year 1945-46, the Division of School Administra¬ tion worked with State and local school systems, institutions of higher learning, and professional and trade associations for the improvement of educational plant facilities, including sites, buildings, and equipment. State and local school and college authorities are greatly concerned with their physical plant programs because of inadequate and obsolete facilities resulting from war-time restrictions, increased enrollments, educational reorganization, and the expansion of educational and com¬ munity services. It will require an estimated 3 billion dollars to pro¬ vide the public educational plant facilities now urgently needed and contemplated as soon as sufficient building materials and skilled U. S. OFFICE OF EDUCATION 175 mechanics are available. State and local educational officials are look¬ ing to the United States Office of Education for guidance and leader¬ ship in this field. The following are among the school plant services provided by the School Housing Section during the year : 1. Staff members served as chairman of the Standards Committee of the National Council on Schoolhouse Construction for the preparation of a Guide for Planning School Plants, a project which will continue through the next fiscal year. 2. Staff member served on the programs of three national school plant conferences: American Association of School Administrators, Na¬ tional Council on Schoolhouse Construction, and Association of School Business Officials. 3. Staff member served on the programs of four regional school plant con¬ ferences at New York City; Nashville, Tennessee; Daytona Beach, Florida; and Chicago. 4. Staff member directed or participated in State-wide school plant con¬ ferences in Maryland, Alabama, Oregon, and California. 5. Provided consultative services to State departments of education in Maryland, Florida, Georgia, Alabama, and Tennessee. 6. Staff member served as plant consultant on college and university sur¬ veys in Florida, South Carolina, Alabama, and Mississippi. 7. Provided consultative service to War Department on Air College at Maxwell Field. 8. Provided consultative services on the plant programs of 17 county and city school systems in Maryland, Ohio, California, Alabama, South Carolina, and Georgia. 9. Staff member served as plant consultant to the Interstate School Build¬ ing Service of Peabody College, which serves the State departments of education in 16 southern States. 10. Staff member served on School Equipment Committee of the American Council on Education which is studying types, designs, and educa¬ tional requirements of school equipment to assist manufacturers in producing more functional equipment at lower costs through simpli¬ fied practices. 11. Checked and offered suggestions on several building plans brought or sent in to the Office by school superintendents and architects. 12. Answered a large volume of correspondence giving references, advice, and technical data on the planning of educational plant facilities. 13. Published six school plant articles in professional magazines, and contributed to Office bulletins and reports. The school plant consultative services provided by the Office of Education consisted of surveys of existing facilities, studies of future plant needs, developing of State-wide school plant programs, selection of school sites, developing State and local standards for educational buildings and equipment, and methods of financing construction. SURPLUS PROPERTY UTILIZATION The general lack of jurisdiction of existing State educational machinery 1 to handle in a unified way a State- wide program for sur¬ plus property led the United States Commissioner of Education, with the approval of the Surplus Property Administration, late in 1945 to request the Governors and the State legislatures to designate exist¬ ing State educational agencies or to create new State agencies to handle the functions that necessarily would devolve on States in carrying into effect the public benefits section of the Surplus Property Act of 1944. The first implementing of section 13 of the Act had appeared as Surplus Property Administration Regulation 14, in November of 1945. Responsibilities Placed in U. S. Office of Education SPA Reg. 14 placed the following responsibilities in the Federal Security Agency which delegated them to the United States Office of Education : 1. Prepare certified list of educational institutions and instrumentalities ; 2. Prepare estimates and submit recommendations of property to be reserved for educational institutions and instrumentalities ; 3. Develop criteria for the determination of legitimate and relative needs of educational institutions and instrumentalities ; 4. Establish procedures under which applications by or for educational institutions and instrumentalities will be submitted and reviewed and providing for action to be taken on such applications following review ; 5. Cooperate with disposal agencies with respect to the giving of notices of available surplus property to educational institutions and instru¬ mentalities ; 6. And such other action as may be necessary to fulfill the functions of the Federal Security Agency under Regulation 14 with respect to disposal of surplus property appropriate for school, classroom, or other edu¬ cational use to educational institutions and instrumentalities. Divisional Organization and functions — July 1, 1945. to June 30, 1946 In order to meet these responsibilities and otherwise to promote the acquisition of surplus property and to achieve equitable distribu- 1 A study of the jurisdiction of State boards of education over the total field of public education was made and published by the U. S. Office of Education early in 1944. Much preliminary planning had been done in 1944-45 to assist States in acquiring and effectively utilizing surplus Government war property immediately following the passage of the Surplus Property Act of 1944. An advisory committee had been set up by the Commissioner in March of 1944. 176 U. S. OFFICE OF EDUCATION 177 tion to eligible educational claimants, the Commissioner organized the Division of Surplus Property Utilization in the Office of Education, with a director in charge. The division has two branches in the Wash¬ ington Office — Field Operations Branch and Plans and Programs Branch — and a field staff. The Division’s functions and activities include the following : 1. Assisting the WAA, Army, and Navy in securing an equitable distribu¬ tion to educational institutions of property surplus to the needs of the Federal Government ; 2. Aiding the State educational agencies in the continuous revision and adaptation of their procedures as they relate to revised WAA., Army, and Navy regulations and changing conditions in the disposition of properties involved. 3. Advising and assisting the State educational agencies in the review, approval, and summarization of Declarations of Intent and in the review and approval of requests for Army and Navy donable property from educational institutions. 4. Stimulating the development of procedures for consolidated purchases in order that educational institutions may acquire all types and kinds of available surplus property. 5. Making, upon request of WAA, field surveys of real property under negotiation for purchase by educational claimants. 6. Reviewing and certifying requests for Army and Navy donable property. 7. Maintaining close liaison with the Army and Navy for the purpose of assisting in developing expeditious and equitable methods of dis¬ tributing donable property needed by schools, colleges, or universities. 8. Notifying educational institutions through State educational agencies regarding donable Army and Navy property and methods of acquisi¬ tion. 9. Determining the eligibility of educational institutions for the benefits as provided under SPA Regulation 14 and keeping current a list of all eligible educational claimants for use by War Assets Administration, State educational agencies for surplus property, and field representa¬ tives. 10. Developing and maintaining harmonious and effective working rela¬ tionships between WAA regional offices, educational institutions, the State educational agencies, and the Army and Navy. Field operations branch. — The field operations branch is headed by a deputy director who is responsible to the director. This branch is re¬ sponsible for the operation of the functions listed above as they affect the 130,000 potential educational claimants, the 48 State educational agencies plus those in the District of Columbia, Alaska, Hawaii, and Puerto Kico, the 33 War Assets Administration regional offices, and the Army Service Commands. The deputy director is responsible for the supervision of operations of the branch. This includes the establishment of procedures in ac¬ cordance with the regulations of WAA, the Army and the Navy, and 726458 — 47 - 8 178 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 the coordination of the entire disposal program in the field to insure a fair and equitable distribution. A staff of field representatives is stationed in or assists the WAA regional offices, the Army headquarters, the naval establishments, and the State educational agencies. In order effectively to carry out the field operations the States have been divided into five regions: roughly, the Northeast and North Atlantic States; the Southeastern States; the Middle Western States; the Southwestern States; and the far Western States. A regional chief and assistant regional chief are in charge of each region and are charged with the responsibility for the entire disposal program in the region. They are responsible for the supervision of the field representatives activities, which include liaison with WAA regional offices; the stimu¬ lation of the growth and development of the State educational agencies for surplus property; the encouragement through direction and ad¬ vice of cooperative buying and central warehousing by educational institutions within a State; the allocation of available surplus and donable property among States; the supervision of reallocation of available surplus and donable property to educational institutions within States; the coordination of Navy, Army, and WAA special order programs to insure a fair and equitable distribution of like equip¬ ment among eligible claimants ; and, promotion of the distribution of surplus and donable property to educational institutions. Plans and fro grams branch. — The plans and programs branch is headed by a deputy director who is directly responsible to the di¬ rector. This branch has the responsibility for liaison and consulta¬ tive services to WAA, Army, Navy, and other governmental and private agencies. These liaison and consultative services include technical and professional advice on all phases of education as it is related to the disposal to and the acquisition by eligible educational claimants of property surplus to the needs of the Federal Govern¬ ment. Specifically, such services include technical and professional advice concerning : The needs of educational claimants for all kinds of prop¬ erty; the usability and adaptation of real property for eduational purposes; the fiscal and business procedures of school systems, col¬ leges, and universities as they relate to the acquisition of property; the need by educational claimants for property to be offered through special orders to SPA Regulation 14; the methods and procedures necessary to insure a fair, orderly, and equitable distribution of available property. The director was delegated authority by and is responsible to the Commissioner of Education for performing these functions and has U. S. OFFICE OF EDUCATION 179 responsibility for effecting expeditious transfer to educational insti¬ tutions of Army and Navy donable property.* 2 The director determines jointly with the director of the Office of War Property Distribution of the Federal Security Agency and other departments or agencies concerned, the procedures to be followed by educational claimants in acquiring surplus property by purchase and donation. State Educational Agencies for Surplus Property Each of the 48 States, the District of Columbia, Alaska, Hawaii, and Puerto Pico, has established a State (or territorial or District) educational agency for surplus property, with headquarters in the capital city of the State (or Territory) except in the case of Delaware (located in Wilmington) and Maryland (located in Baltimore), to keep eligible claimants and the public informed of procedures in force in the State and to answer inquiries addressed to it by interested persons. The purpose of the State educational agencies and the functions they perform in the program are given in educational surplus prop¬ erty memoranda Nos. 1 and 9 which, together with other duplicated and published materials, are available from these agencies, from the division’s office in Washington, D. C., and from the field representa¬ tives. These agencies assist claimants to buy surplus property at a discount and to obtain donable property for educational use. Since a principal purpose of the program of the Division of Surplus Property Utilization is to assist WAA and eligible educational claimants to do business, and particularly to assist these claimants to get price benefits permitted under SPA Regulation 14 (and other SPA regulations) and to obtain donations for eligible educational institutions, both the departmental and field staffs of the division seek wide dissemination of information on sales and donable property. The major source of information on sales of property to priority claimants 3 is the War Assets Administration, Washington, D. C., and its regional offices, since the sales are controlled by that adminis¬ tration. The State educational agencies for surplus property, with assist¬ ance from the field representatives of the United States Office of Edu¬ cation, give information to those seeking purchases or donations of property. Requests for information should be addressed to the execu¬ tive officer of the State educational agency for surplus property in the State in which the request originates. ’Delegation of authority to Office of Education in donation programs for Army and Navy are contained in SPA Regulations Nos. 4 and 19 and in War Department PR-7, par. 7-316 and Navy Department PR&D Regulation No. 1, par. 210. 3 See SPA Regulation 2. 180 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 194 6 In proportion as the State agency is adequately staffed and financed by the State, the State is in position to acquire by purchase and by donation its share of surplus and donable property. Through its own efforts the State agency can enhance the quality as well as the quantity of its acquisitions. Six Methods of Acquiring Surplus Property At the present time there are six different methods or procedures by which educational institutions may acquire property surplus to the needs of the Federal Government. These are : (1) WAA brochure sales at 40 percent discount under SPA Regulation 14; (2) WAA site sales at 40 percent discount under SPA Regulation 14; (3) WAA real property disposals under SPA Regulation 5; (4) WAA Special Orders under SPA Regulation 14; (5) Army donable property under SPA Regulation 19 and War Department PR 7 ; par. 7-316 ; and (6) Navy donable property under SPA Regulation 19 and Navy Depart¬ ment PR & D Regulation No. 1, par. 210. There are four control points through which property is obtained under these six methods, namely : (1) the 33 Regional Offices of WAA (brochure and site sales) ; (2) the Washington Office of WAA (special orders and real property) ; (3) the Army and its various installations; and (4) the Navy and its various installations. Participation by the Office in the Six Methods 1 Brochure sales. — Technical assistance to the WAA regional of¬ fices as to the kinds of surplus property needed by educational insti¬ tutions at the various levels. Technical assistance to the WAA regional offices and the State educational agencies in the adaptation of the varied and complex business procedures of educational institutions to the business meth¬ ods of WAA. (This involves the stimulation of cooperative buying and central warehousing by educational institutions within a State through the State educational agency in order to permit the greatest flow of available property to educational institutions in accordance with WAA procedures.) Technical assistance to WAA regional offices in the allocation of property available to priority IY and Y claimants. (This involves presenting the needs of educational institutions to WAA when avail¬ able property is allocated among the claimants of group IY and group Y ; the allocation of the property made available to education among the States : and insuring for WAA that property allocated to a State is reallocated by the State educational agency in a fair and equitable manner to educational institutions within the State.) 2. Site sales. — Technical assistance for WAA at site sales to educa¬ tional institutions desiring to acquire property. (This involves screen- U. S. OFFICE OF EDUCATION 181 ing the inventories of property available at a site sale to determine if there is any property in which educational institutions might be in¬ terested ; to notify eligible claimants of such property when notices by WAA are through general newspaper advertisements; to determine, when possible, if any property of interest to educational claimants is available at a site sale at the time when group IV and V claimants are authorized to buy. This assistance has been found to eliminate need¬ less attendance by representatives of educational institutions at site sales.) Technical assistance to State educational agencies in promoting group purchasing by educational institutions at site sales. (This involves the only effective method by which educational institutions can acquire any appreciable amounts of property at site sales.) 3. Real property disposals. — Technical assistance to WAA in de¬ termining the need for and effective utilization by an educational in¬ stitution of available real property. (This involves independent surveys by the United States Office of Education representatives of the real property requested by an educational claimant to determine if the facilities requested are adaptable for educational purposes and if the proposed educational use of such facilities is educationally sound and of benefit to the Nation.) 4. Special orders to SPA Regulation lJf. — Technical assistance to WAA in the disposal of special kinds of equipment to educational claimants at a nominal price. (This involves assistance in the alloca¬ tion of available property.) 5 & 6. Army and Navy dondble property. — These two programs are basically alike in their problems but differ in details.4 Technical assistance to the Army and Navy in the determination of what kinds of property can be effectively utilized by educational in¬ stitutions. (This involves the location, screening, and freezing of excess property for educational claimants in accordance with the needs of such claimants.) Technical assistance to the Army, Navy, and State educational agencies in the allocation of available excess property. (This in¬ volves the formation of a cooperative plan between States and by States for the removal of excess property to central warehouses and subsequent reallocation to educational claimants; the obtaining and approving of requests for donable property on the basis of need and utilization; a fair and orderly distribution; and a coordination in the disposal of property available from Army sources and from Navy sources.) 4 Seo War Department PR-7, par. 7-316 (revised) and Navy Department PR&D Regu¬ lation No. 1, par. 210 (revised). Educational surplus property memorandum Nos. 10 and 11 giving policies and procedures applicable to these programs are available from the State agencies and the U. S. Office of Education. Forms and instructions are also available from these sources. 182 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946 How Eligible Educational Claimants Acquire Property * * * 5 1. By purchase at discount from fair value from W A A 6 (a) Personal property. — Educational institutions desiring to pur¬ chase property offered by WAA on notices of offering indicate their intent to purchase certain quantities and types of property to the ap¬ propriate State educational agency for surplus proerty. State edu¬ cational agencies will approve declarations of intent, summarize the declarations of intent of all institutions within the State which are filed against a specific notice of offering, and transmit the summary to WAA. WAA notifies the State educational agencies of the amount and type of property reserved for claimant institutions. State educa¬ tional agencies will allocate the property available reserved by WAA among educational institutions within the State, and instruct them to file purchase orders with WAA for the quantities and types of prop¬ erty allocated to them. ( b ) Real property. — Educational claimants may submit applica¬ tions to WAA for any real property known to belong to the Federal Government which they can effectively utilize for educational pur¬ poses. Applications should be sent to War Assets Administration, Washington 25, D. C., even though the claimant does not know whether the real property has been declared surplus. The United States Office of Education, as advisory agency to the War Assets Administration, upon request of WAA, makes independ¬ ent investigations of applications from educational claimants. On the basis of its investigations, the United States Office of Educa¬ tion makes recommendations as to the benefits that have accrued or may accrue to the United States by the disposition of the real property to the particular educational claimant applying for it. 2. By donation from WAA, Army , and Navy (a) Donation of property authorized under WAA Reguations 4 and 19. — Nonprofit educational institutions may obtain property which is considered salvage (worn, damaged, deteriorated, or in in¬ complete condition, or which is of such a specialized nature that it has no reasonable prospect of sale as a unit) or scrap (property that has no reasonable prospect of sale except for its basic material content) by donation from disposal agencies, upon approval of the Federal Secur¬ ity Agency, United States Office of Education, to the end that such donations, shall, to the extent feasible, be made to those institutions which are in the greatest need of the property. 8 Information on WAA sales under SPA Regulations 5 and 14 is available from the WAA office in Washington, D. C. ; forms and instructions on Army and Navy donations are available from the headquarters, activity, or installation at which property is located or from U. S. Office of Education, Washington, D. C., and State agencies. 6 Under SPA Regulations 5 and 14. U. S. OFFICE OF EDUCATION 183 (b) Donation by Army under PR-7, par. 7 -316. — Institutions not operated for profit (including institutions operated by States or polit¬ ical subdivisions thereof) may obtain certain types of machinery, mechanical equipment and tools which have been declared obsolete or excess to the needs of the Army upon presentation of a written applica¬ tion approved by the United States Office of Education (Federal Security Agency) and reviewed by the commanding general of the Army area, to the chief of the Technical Service Command. The United States Office of Education representatives assist edu¬ cational institutions in locating and selecting obsolete or excess Army property which may be used appropriately for the primary purpose of instruction. The applicant institution must warrant that it is not operated for profit; the property requested must be used in courses of vocational training or instruction; the institution must have a standard curriculum in the fields for which it offers training; the institution must provide a regular course of instruction which will require the use of the property ; the request must be reasonable and proper in view of the training to be given and the amount of property reasonable in proportion; the institution must provide adequate fa¬ cilities to maintain the property; and the applicant institution must pay all expenses necessary for packing, handling, and delivery to the carrier before property will be shipped. ( c ) Donations by Navy under P. R. <£ D. Reg. 1, par. 210. — Non¬ profit schools, colleges, or universities may obtain certain types of machinery, mechanical equipment, tools, boats and boat equipment, and obsolete air-borne electronics and radar equipment, which has been declared excess to the needs of the Navy, upon presentation of a written application approved by the Office of Education (Federal Security Agency) to the cognizant bureau, Navy Department, Wash¬ ington, D. C. The applicant institution must warrant that it is a nonprofit school, college, or university; state that the property will be used in courses of vocational training or aeronautical courses ; indi¬ cate the specific method of use in such courses, and if air-borne elec¬ tronics or air-borne radar is requested, certify that such property will not be used in actual flight. In addition, the applicant must agree to pay all packing, handling, and shipping charges resulting from the filing of the application. Amount of Property Acquired The following tables show, for the periods indicated, the fair value of property purchased by educational claimants from War Assets Administration and the acquisition cost of property donated to schools, colleges, and universities by the Army and Navy. 184 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 194 6 Table S. — Preliminary report of purchase orders and sales under SPA Regula¬ tion lJf, educational institutions and instrumentalities , for period Feb. 16, 19Jt6, through June 28, 19^6 [This preliminary tabulation is incomplete as shown by the other footnotes to the table. This explanation should also be made: Although the number of sales documents received is indicated as 48.8 percent of the purchase orders received it is known that several sales documents, in many instances, may be written against a single purchase order. Furthermore, the fair value of the property which the sales documents represent is only 28.8 percent of the total fair value of the property on the purchase orders received. This is due in part to the difficulty of obtaining sales documents immediately from WAA and in reporting com¬ plete data to the Office of Education. If all sales documents issued to the clo^e of the period had been available the number and the fair value of property which they represented would have been considerably greater] Purchase orders Sales documents received from War received Assets Administration WAA region Number Fair value Number Percent, column 4 of col¬ umn 2 Fan- value Percent, column 6 of col¬ umn 3 1 2 3 4 5 6 7 Alabama — Birmingham... . . _ _ 62 $74, 972 15, 459 1,136,175 253, 479 349, 700 12, 195 1, 323, 612 923, 990 17 27.4 $8, 084 10, 608 275, 100 62, 077 182, 506 10.8 Arkansas — Little Rock 31 28 90.3 68.6 California— 1,693 478 756 44.6 24.2 Los Angeles 162 33.9 24.5 Colorado — Denver _ 1,694 17 920 54.3 52.2 Florida — Jacksonville _ . 0 0 0 0 Georgia — Atlanta _ _ . 2, 654 1, 721 427 64.8 414, 287 31. 3 Illinois — Chicago. . _ ... _ 1, 148 37.2 162, 270 17.6 Kentucky — Louisville1 _ _ . . J Louisiana — New Orleans _ ... 440 363, 083 230 52.3 95, 684 26.4 Massachusetts — Boston.. _ _ 1, 522 566, 380 107, 114 73, 320 950, 869 36, 985 16, 644 1,093 28 71.8 227, 759 40.2 Michigan — Detroit 261 10.7 3 17,815 9,684 16.6 Minnesota — Minneapolis _ 138 14 10.1 13.2 Missouri: Kansas City _ _ _ _ _ 1,644 725 44.1 3 198, 795 20.9 St. Louis ..... _ ... 65 15 23.1 < 26, 695 72.2 Montana — Helena . . . . ... 28 1 3.6 3, 623 21.8 Nebraska — Omaha... _ .... 86 49, 460 889,437 83,448 559, 390 42 48.8 39, 773 80.4 New York — New York City ...... 2,498 65 1, 383 10 55.4 323, 134 36.3 North Carolina — Charlotte _ ._ ... . 15.4 3, 413 4.1 Ohio — Cincinnati .. .... 2,275 238 451 19.8 114, 088 20.4 Cleveland 111, 132 b8, 817 430 180.7 62, 120 55.9 Oklahoma — 'Oklahoma Citv _ 240 4 1.7 2, 106 3.1 Oregon — Portland .. . . _ _ 139 38, 401 441, 283 66, 277 44 31.6 6,593 17.2 Pennsylvania — Philadelphia _ 1, 101 667 60.6 156, 110 35.4 Tennessee — Nashville _ .. _ . 80 68 85.0 59, 609 89.9 Texas — Dallas 1 Fart Worth . 1, 256 12 1, 045, 871 2,711 1,736 37, 310 212,031 426, 437 891 70.9 245, 664 0 23.5 Houston . 0 0 0 San Antonio 11 6 54.5 837 48.2 Utah — Salt Lake City . 106 18 17.0 3, 520 9.4 Virginia — Richmond 191 10 5.2 6,367 254, 252 3.0 Washington — Seattle _ _ ... 1,021 805 78.8 59.6 Spnkane l Washington, D. C. — Electronic pro¬ gram . . . . 1, 297 70, 562 0 0 0 0 Total _ _ _ 22, 491 10, 308, 260 10, 966 48.8 2, 972, 573 28.8 1 No reports received. 2 On 26 sales documents only. 3 On 496 sales documents only. * On 13 sales documents only. Army and Navy donation 'programs. — Table 9 shows donations to educational institutions by the Army Air Technical Service Com¬ mand for the 12-month period ending May 31, 1946. U. S. OFFICE OF EDUCATION 185 Table 9. — Donations to educational institutions by Air Technical Service Com¬ mand , Army Air Forces. Total cost price of donations and percentage donated to several types of institutions, by months Percent donated to — Month Total cost price of donations Regular public ele¬ mentary and secondary schools Public technical, trade and vocational schools Higher edu¬ cational in¬ stitutions Miscella¬ neous 1 2 3 4 5 6 Total for 12 months _ $28,640,769 Mav ms 4, 324, 113 4, 495, 269 5, 228, 540 1, 673, 726 1, 645, 154 1,339, 808 865, 463 1,893,061 850,416 1,912, 491 1, 569, 095 1, 750, 201 1, 093, 432 25.6 62.5 11.4 0.5 June _ _ _ _ _ _ 21.9 30.0 47.1 1.0 July . . . . . . . 48.6 30. 1 19.3 2.0 August _ _ 41.4 43.2 15.3 .1 September ... 29.5 64.6 5.9 .0 October _ _ _ _ 35. 1 17.3 47.5 .1 November . . . . __ 54.7 11.7 33.6 .0 December 59.6 24. 1 13.8 2.5 Januarv 1946 28.4 2.8 63.2 5.6 February 41.0 9.2 49. 1 .7 March . . . . _ . . 55.3 15. 1 29.6 .0 April . . . . . . 38.2 5.9 49.4 6.5 May . 53.0 12.7 26.8 7.5 Comparable statistics are not available for donations by the Army Service Forces and the Navy. However, figures have been provided as follows: Source of donation and period covered Acquisition cost Army Air Technical Service Command, February through June, 1946 _ $8,168,000 Army Service Forces, February through June 1946 — 20, 697, 000 Navy, May and June 1946 _ 2,870,000 It should be pointed out that these figures represent acquistion cost of the property donated and are not directly comparable with the fair value figures for surplus property purchased from the WAA. F urther- more, the acquistion cost of much of the property donated by some of the technical services of the armed forces is an inflated measure of the value of that property in educational programs. o Annual Report of the Federal Security SECTION TWO U. S. Office of Education Agency 1947 Annual Report of the Federal Security Agency SECTION TWO U. S. Office of Education FOR THE FISCAL YEAR 1947 FEDERAL SECURITY AGENCY - Oscar R. Ewing, Administrator U. S. Office of Education - - - John W. Studebaker, Commissioner UNITED STATES GOVERNMENT PRINTING OFFICE - - - WASHINGTON : 1948 For sale by the Superintendent of Documents, U. S. Government Printing Office 'Washington 25, D. C. Price 20 cents CONTENTS Section 2— OFFICE OF EDUCATION Page Federal Security Agency _ v Introduction _ 169 Elementary education _ 173 Secondary education _ 181 Vocational education _ 189 Agricultural education _ _ _ _ _ __ __ 191 Business education _ 194 Home economics education _ 197 Trade and industrial education __ _ 199 Occupational information and guidance _ 202 Higher education _ 205 Veterans educational facilities program _ 214 Central services _ 217 Research and statistical service _ 217 Information and publications service _ 218 Office of Education library _ 221 Administrative management and services _ 223 International educational relations _ 225 Auxiliary services _ 230 Service to libraries _ 230 Educational uses of radio _ 232 Visual aids to education _ 235 School administration _ 239 Surplus property utilization _ 247 hi ■ . . FEDERAL SECURITY AGENCY The Federal Security Agency was established on July 1, 1939, by Reorgani¬ zation Plan No. I pursuant to the Reorganization Act of 1939. In trans¬ mitting the Plan the President stated that he felt it necessary and desirable to group in a Federal Security Agency those agencies of the Government, the major purposes of which are to promote social and economic security, edu¬ cational opportunity, and the health of the citizens of the Nation. Transferred under Reorganization Plan No. I were the Social Security Board, the U. S. Employment Service, whose functions were transferred from the Department of Labor and consolidated in the Board, the Office of Education from the Department of the Interior, the Public Health Service from the Department of the Treasury, the National Youth Administration from the Works Progress Administration, and the Civilian Conservation Corps. Reorganization Plan No. II, which also became effective on July 1, transferred the Radio Service and the U. S. Film Service from the National Emergency Council, and Federal functions relating to the American Printing House for the Blind from the Department of the Treasury. The organization of the Agency was enlarged by Reorganization Plan No. IV, which became effective June 30, 1940. Under this Plan the Food and Drug Administration was transferred from the Department of Agriculture, and Saint Elizabeths Hospital, Freedmen’s Hospital, and the Federal functions relating to Howard University and the Columbia Institution for the Deaf from the Department of the Interior. When the War Manpower Com¬ mission was established in September 1942, the U. S. Employment Service and the National Youth Administration were transferred to that Commission. Because of expanded employment opportunities the liquidation of the Civilian Conservation Corps was begun in 1942. During the war the Agency became the center around which numerous war activities were developed. The Federal Security Administrator was named Coordinator of Health, Welfare, and Related Defense Activities, which later became the Office of Defense Health and Welfare Services. Thereafter, this Office was abolished and its functions transferred to the Office of Com¬ munity War Services then created in the Federal Security Agency. The Administrator was also named Chairman of the War Manpower Commission and carried on these threefold duties until the conclusion of the war, when these emergency activities were either liquidated or transferred elsewhere. The U. S. Employment Service was then transferred to the Department of Labor. The Agency was further expanded by Reorganization Plan No. II of 1946. This Plan, which became effective on July 16, 1946, transferred the Children’s Bureau, exclusive of its Industrial Division, from the Department of Labor to the Federal Security Agency. The same Plan abolished the Social Security Board and transferred to the Administrator all the functions of the Board and of its Chairman. The Employees’ Compensation Commission was also abolished and its functions transferred to the Administrator, as were the functions of the Secretary of Commerce and the Bureau of the Census with respect to Vital Statistics. The organization of the Agency as of the close of the fiscal year 1947 is shown on the following chart. v Z w o < H HH u H QC < PS W Q W VI LETTER OF TRANSMITTAL Federal Security Agency, U. S. Office of Education, Washington 25, D. C., October 1, 19^7 . The Honorable Oscar R. Ewing, Federal Security Administrator. Sir: 1 herewith submit the annual report embracing the activities of the U. S. Office of Education for the fiscal year ending June 30, 1947. Respectfully, John W. Studebaker, U. S. Commissioner oj Education. VII . - ’ ■ . Section Two OFFICE OF EDUCATION INTRODUCTION WHEN THE HISTORIANS come to record the developments of the past year they will probably set in bold italics the grave dis¬ appointment and growing anxiety of the American people with respect to the fruits of World War II. With the coming of victory our hope had been for an end of international strife and for coopera¬ tion in the establishment of a rule of law among the nations of the world. Yet, as the peace settlements and economic reconstruction have been delayed, as the United Nations has experienced extreme difficulties in dealing with obvious threats to the peace, and as the awful threat of an atomic arms race has continued to overshadow the world, earlier confidence in the prospect for international coopera¬ tion and concord has diminished rapidly. Adding to the sobering realization that we are living in precarious times was the report of the President’s Advisory Commission on Universal Training published in the spring of 1947. In addition to recommending prompt legislative provision for 1 year of military training for all able-bodied young American males between their seventeenth and twenty-first birthdays, the Commission was only slightly less emphatic in urging action respecting five other elements in an “integrated national security program.” The first of these provides the theme for the Introduction to this Annual Report to the Congress. “Our Number One security requirement,” said the Commission, “is a strong united Nation ... It is not sufficient to take our democracy for granted. We must concentrate our attention on keeping it vibrant and alive to expanding social and economic needs. In particular we must be concerned with the following things : ( 1 ) A healthy economy reflected in full production, full employment, industrial peace and the avoidance of recurring economic crises or inflation ... (2) A high level of general education throughout the country, with advanced schooling made the privilege of all who can qualify for it by their own merit ... (3) Improved physical and mental health, not only for the happiness they would bring, but also to make available to the 169 772473—48- -2 170 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 194 7 country, in peace or war, its full potential manpower resources . . . (4) An understanding of democracy and an increased sense of per¬ sonal responsibility on the part of every individual for making democracy work . . To the achievement of this “Number One security requirement,” edu¬ cation has a contribution to make of Number One importance. To strengthen education is to contribute mightily to a healthy economy, improved physical and mental health, an understanding of democracy, and a greater sense of personal responsibility for its success. To achieve “a high level of general education throughout the country, with advanced schooling the privilege of all who can qualify for it on their merit” is to assure an electorate competent to keep democ¬ racy “vibrant and alive to expanding social and economic needs.” The achievement, in the interest of the national security, of a strengthened educational program “throughout the country” cannot be solely the responsibility of the several individual States. A na¬ tional objective implies a national responsibility for leadership and assistance. This responsibility the President’s Commission recog¬ nized, although it refrained from making specific recommendation as to ways and means by which the national responsibility might be dis¬ charged. I invite your attention to three such specifics. I submit that the national responsibility for leadership and assist¬ ance in strengthening education requires for its discharge Congres¬ sional action on three fronts: (1) General Federal aid to education: (2) Federal scholarships; (3) continued expansion of the staff and services of the United States Office of Education. The necessity for Federal financial assistance to assure a reasonable national minimum of educational opportunity in every State and com¬ munity has repeatedly been urged by United States Commissioners of Education. Year after year groups of citizens have appeared before committees of Congress to present testimony in favor of one Federal aid bill or another. Year after year, in peace and lately in war, the evidence of need has accumulated. It fills volumes of printed testi¬ mony. Year after year the deplorable results of educational discrepan¬ cies between richer and poorer States, between urban and rural communities, and between schools for white and for Negro children have been pointed out. Why is nothing done ? Surely it is not that we cannot afford it. The annual cost would be trifling in comparison with what the Nation now pays in wasted human talent for the lack of universally strong schools and school systems; or in comparison with the economic dividends that would accrue from what the United States Chamber of Commerce terms “Education — An Investment in People.” A second front on which national educational leadership and assist¬ ance should be forthcoming is in the prompt congressional provision of U. S. OFFICE OF EDUCATION 171 a program of Federal scholarships and fellowships which will make, in the words of the President’s Commission, “advanced schooling the privilege of all who can qualify for it by their own merit.” National conservation of our human resources is imperative in any “integrated national security program.” To cite but one example, there is at pres¬ ent urgent need to make up wartime arrears in the training of scientists. Many more highly trained scientists are needed to expand the research activities upon which our future national security and industrial prog¬ ress so largely depend. That need will be met in part through sharply expanded programs of scientific training in our colleges and universi¬ ties now being conducted under stimulation of the present temporary program of Federal scholarships for GI’s. The success of this GI education program argues for the development, before 1950, when that program tapers off, of a permanent program of Federal scholar¬ ship grants to be administered in the interest of the national need for trained leadership, not alone in scientific fields, but in all fields of learning and open to “all who can qualify ... by their own merit” for advanced schooling. By such a system of Federal scholarships the national interest in the further strengthening and democratization of higher educational opportunities can be permanently assured. At the same time the essential autonomy of the colleges and universities and the essential democratic freedom of learners to choose the studies they wish to pursue can be left unimpaired. The third front for recommended congressional action is continued support for further expansion of the staff and services of the United States Office of Education to provide needed leadership and advisory assistance to schools and colleges which voluntarily seek such assist¬ ance. This recommendation is not motivated by any bureaucratic urge for prestige or authority. Rather it springs from a conviction, based on mpre than 2 decades of experience in the States and 13 years as Commissioner, of the need for a well-staffed United States Office of Education to enable it to discharge its essential statutory functions. I am not unmindful of the encouraging increase in interest and support accorded the United States Office of Education by recent Congresses. Yet the fact remains that the Office still is inadequately staffed to fulfill its statutory mandate or to meet the proper service expectancies of the schools and colleges of the Nation. The fact also remains that the United States Office of Education, after an existence of more than three-quarters of a century, is today only a relatively small bureau in the Federal Security Agency. Important Federal educational functions are distributed among numerous governmental agencies. Because the Federal education office has been ill-equipped to perform its functions with respect to the total field of education some of those functions have naturally been assumed by other and stronger agencies. The resultant dispersal 172 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1947 of educational functions and of educational leadership in the Federal Government structure has long since created a situation which fully justifies the closest scrutiny. It is to be hoped that the recently ap¬ pointed 12-man Commission on organization of the Executive Branch of the Government will not neglect this field of inquiry. These, then, in brief are my recommendations to the Congress as called for by the statute establishing the Office. In the ensuing pages of this annual report you will find reflected some of the concerns of American educators during this second postwar year, together with a brief record of various projects and accomplishments of the several Divisions of the Office in relation to those concerns. It is hoped that the reading of that record will give some indication of the ways in which a relatively small but capable and hard-working staff in the Office of Education has devoted itself to “promotion of the cause of education throughout the country” during the fiscal year ending June 30, 1947. John W. Studebaker, U. S. Commissioner of Education, . ELEMENTARY EDUCATION "School’s in Sesssion” Nothing dramatic happened in elementary education during the year — except — the schools stayed open and continued to serve more than 20 million children. That, however, was drama of heroic pro¬ portions. These things were being said about the schools — in newspapers, magazines, lectures, sermons, and radio broadcasts : Approximately 110,000 teachers were teaching on emergency licenses. This means that 2,000,000 children depended for instruction on individuals who did not possess the minimum requirements for standard teaching certificates. Probably from 5 to 6 million additional children were dependent upon teach¬ ers who have less than 4-year college degrees, at a time when the level of training of the general adult population has itself attained second year of high school. At this rat© the teaching profession must exert itself to be in a leadership position. Many schools are reporting half or more of their teachers new in their positions, at a time when young children especially need a sense of stability and certainty. The number of young persons who elect teaching as a vocation and the proportion of those who choose to be elementary-school teachers are both declining. Bad as the current situation is, it cannot but be worse in elementary schools in the next few years. Construction has not caught up with war-connected shortages, so that over¬ crowded buildings, large classes, half-day sessions, inadequate facilities and supplies are common. The beginning of the ground-swell in increased enrollments due to war¬ time increases in births has reached primary grades. Where there was one first-grade teacher, many schools will now need two, at a time of severe teacher shortage. Nevertheless, schools continued almost without a break — some even lengthened the school year; teacher memberships in professional organizations steadily increased; and curriculum workshops, courses of study, teachers meetings, and other indications of professional activity to improve children’s school experiences continued and multiplied. There is no doubt however, that elementary education faces one of its worst crises, not only in the matter of shortages of staff and facili¬ ties but also in the degree of confidence placed in it by homes and com¬ munities. Program Plans of the Division Early in the year, the anticipated activities of the staff of the Ele¬ mentary Education Division were itemized and described in 34 pro- 173 174 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1947 jects. Some of these were specific activities to be completed at a cer¬ tain time, such as manuscripts for publication. Others were continu¬ ing activities, which carried over from year to year. In general they were of four types: (1) A variety of activities carried on in cooperat¬ ing with professional and public service organizations and agencies ; (2) the organization and improvement of information services; (3) the production of manuscripts; and (4) consultative services in the field of elementary education. The following report of staff activi¬ ties for the year 1946-47 is organized around these four headings. Cooperating With Educational Organizations and Agencies State Directors of Elementary Education During the year the Division continued its cooperative relationships with the Association of State Directors of Elementary Education. The annual meeting of this Association, held in Chicago, brought to¬ gether the persons responsible for elementary education at the State level in 24 States. These persons, under Chief State School Officers, administer State laws relating to elementary schools, prepare curric¬ ulum guides, establish or help to establish training and certification standards, develop leadership in local school systems, and carry out other important functions which determine in large measure the character and the quality of the education which is provided for mil¬ lions of elementary school children. At the Chicago meeting the program centered on progress reports of the Association’s six committees: 1. Characteristics of a Good Ele¬ mentary School; 2. C o ordination of School and Community Services for a 12-Month Developmental Program for Elementary School Chil¬ dren; 3. Programs for Children Below 6 ; 4. Techniques for Stimula¬ tion of Curriculum Development Throughout a State; 5. Programs for the Continuous Professional Preparation of Teachers ; 6. School Housing Facilities for a Desirable Educational Program. Later in the year, members of four of the six committees met in Washington to carry their reports another step toward publication, which is anticipated for the coming year. State Directors of Special Education Similarly the Office has continued its cooperation with the Con¬ ference of State Directors and Supervisors of Special Education, the association for State department officials who carry responsibility for developing and improving the States’ programs for exceptional chil¬ dren and youth. In May, under the leadership of the chief of the section on education of exceptional children, and with the cooperation of the Conference of State Directors and Supervisors of Special Edu- U. S. OFFICE OF EDUCATION 175 cation, a conference was held to make plans for analyzing current State legislation, looking toward a comprehensive digest and interpretation of the same. It is expected that a publication on this subject will result, under the joint authorship of the Office of Education and the Conference. Health Education Conference Convinced of the critical importance of a concerted effort to improve health education in the elementary schools, the Division held a work conference on the school health program in cooperation with the South¬ ern Regional Association of the Department of Health, Physical Education, and Recreation of the National Education Association. Thirteen States were represented at this work conference by health education and general elementary education supervisors from city and State departments of education, by health educators from health de¬ partments, and by members of college health education staffs. A statement of recommended program resulted. Equally valuable was the experience of the generalists and the specialists in health educa¬ tion in planning together. Conference of Leaders in Elementary Education A high light of the year was the Leadership Conference in June, at which representatives of 17 national organizations met with the staff of the Elementary Education Division. The conference brought leaders in various aspects of education which have some relation to children in the elementary school, so that they might plan together for better things for those children. The list of organizations in¬ cluded both subject-matter groups and general education groups which have active programs in elementary education. The first session of the conference centered on current problems in elementary education representing serious unmet needs of children. They are many: Programs for children under 6 years of age; year- round programs for elementary school children; the coordination of county school systems so as to assure appropriate programs for all children and youth; continuity of planning for elementary and second¬ ary schools in a school system; a class size conducive to children’s individual development; salaries sufficient to attract and hold the kind of teachers every child should have; arrangements for teachers to work on curriculum programs; and many others. At the end of the conference a committee summarized the discussion under the head¬ ings (a) Obstacles to the development of better elementary schools: in the teacher, in the school, in the community, in the State depart¬ ment of education or in State laws; and (h) Recommendations for overcoming these obstacles. 176 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1947 Two important problems seemed to the conference members to be related — that of developing common purposes on the part of the school staff, and that of obtaining understanding and support of the ele¬ mentary school program on the part of the public. There was needed, it seemed, a clear statement of the experiences children should have. Only then can the contributions in art, in social studies, in music ; the facilities in playgrounds, tools, laboratories, and libraries; the help of specialists in geography, penmanship, mathematics, and other fields he pooled for children’s desirable growth. Only then can curriculum workers talk clearly to parents and the public about how and why to¬ day’s elementary schools are different from the ones they attended. Consequently, another committee went to work on such a statement, classifying their recommended types of experiences under 10 major headings. In succeeding sessions of the conference questions about research and the resources available to elementary schools were discussed. Each representative described briefly his organization’s program in ele¬ mentary education. Everyone present was impressed with the wealth of materials and services available to classroom teachers and to other curriculum workers. Publications, national and regional conferences, field service, and other activities were reported by many organizations. It seemed to the group that some periodic canvassing of organizations as to their current projects in elementary education and possibly a pub¬ lished summary would be useful in helping organizations to avoid duplication and to seek cooperation on certain projects. It was rec¬ ommended that the Office of Education make such a canvass during the next school year. As the discussion continued it became evident that there are gaps in our knowledge of the growth problems — mental, physical, social, and emotional — of boys and girls; of the effects of certain teaching practices ; and of other matters important to successful programs for children and youth. A committee appointed to summarize the dis¬ cussion reported that the studies that need to be made in the field of elementary education appear to be of two general types. One type of investigation would be the result of analytical group thinking on the part of this conference or of representatives ,of the various organiza¬ tions concerned. The other type of investigation would be based upon scientific methods of objective research carried on either as an individ¬ ual or as a cooperative project. One outcome of the conference was the proposal that there be another conference in 1948 sponsored jointly by this group and the Office of Education, but including representatives of parents and public service groups. U. S. OFFICE OF EDUCATION 177 Cooperation With Other Federal Agencies Many Federal agencies have divisions, or going programs, in the field of education. Others have programs which in some way affect education. During the year, the Division cooperated with various Federal agencies, bureaus, and committees in a variety of activities affecting the educational program of children in the elementary school. For example, members of the staff cooperated with other constituent units in the Federal Security Agency: United States Pub¬ lic Health Service in connection with the development of facilities for schools under the National Mental Health Act ; Bureau of Public Assistance, Social Security Administration, in a conference on prob¬ lems of the blind ; Children’s Bureau, Social Security Administration, on a study of facilities for children with cerebral palsy ; and with the Children’s Bureau in preparing for publication a manuscript entitled ‘‘Youth Education and Employment,” and in working out policies which affect group services for young children. Staff members of the Division also cooperated with the Attorney General’s Office in the preparation of material for the National Con¬ ference on Juvenile Deliquency; Department of State in planning itineraries for visiting educators and in preparing packets of mate¬ rials on elementary education; War Department in preparing book- purchase lists and other educational materials; Federal Public Hous¬ ing Authority in a postwar planning conference on community serv¬ ices; and with the President’s Fire Prevention Conference in planning and conducting the program as it related to education. Research and Publication During the year five studies prepared by the Division of Elementary Education have gone to press : Schools for Children Under Six (Bulletin 1947, No. 5). — Public opinion was aroused during the war to the needs of children below the traditional school entrance age of six. Extended school service programs spread rapidly in schools throughout the country. This study is a report of the status of nursery schools and kindergartens. It provides a statistical account of the development of schools for children under six. Camping and Outdoor Education in the School Program (Bulletin 1947, No. 4). — This study, through the use of specific illustrations from various parts of the country, shows the importance of camping and outdoor educa¬ tion in relation to the total elementary school program, and suggests the steps that a school staff can take to make such a program a reality. Schools Count in Country Life (Bulletin 1947, No. 8). — The objective of this study was to present descriptions of current practices which are significant for teachers, supervisors, and curriculum workers in rural educa¬ tion. Descriptions of practice have been obtained from schools of different 772473—48 - 3 178 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1947 types and sizes ranging from 1-, 2-, and 3-teacher schools to large consolidated schools. Science in the Elementary School. — During the year four articles on dif¬ ferent phases of elementary science teaching were published in School Life. They included statements of objectives, descriptions of practices, analyses of trends in the training of science teachers, and description of activities in elementary school classrooms. These articles have been combined into a reprint available for purchase from the Superintendent of Documents. Health Education in the Elementary School. — During the year four articles on various phases of health education were published in School Life. They covered the general philosophy of health education, descriptions of needed facilities and equipment and of health services, and recommendations con¬ cerning the place of physical activity in the school day. These articles have been collected in a reprint available for purchase from the Superintendent of Documents. Other materials prepared by the staff have been issued as articles in School Life and other periodicals and year books, and as circulars of information. Informational Materials To supplement the publication program and to provide brief com¬ pact summaries of information on topics related to elementary educa¬ tion, particularly those which are subjects of frequent inquiry through correspondence, and to provide reading lists on specific topics, two series of mimeographed circulars were issued this year. They are called, respectively, Education Briefs and Selected References . They include the following titles : Education Briefs 1. Materials and apparatus for teaching elementary science. 2. Using pictures at school. 3. Registration of nursery schools, kindergartens, and child-care centers by State education departments. 4. Changing practices with time allotment. 5. Some types of classroom organization. 6. Health plays in the elementary school. Selected References 1. The primary unit — An aid to children’s progress. 3. Professional literature for teachers of elementary science. 4. Physical education in the elementary school. 5. Education of exceptional children and youth. 6. Nursery schools and kindergartens — The first years in elementary educa¬ tion. 7. Recent publications in elementary school health. 8. Health songs for primary grades. Progress has been made also in the organization of loan services, which now include packets of material, display books, and picture serials. U. S. OFFICE OF EDUCATION 179 Consultative Services On State and Local Education Programs While we are committed in this country to the ideal of State and local autonomy in education, there is a great unevenness in educational facilities and services throughout the country. Consultative services from a national office can help to minimize this unevenness. The term “Consultative services” needs some specifics to give it reality. Here is what some typical letters of invitation said : . . . help us plan our State course of study in elementary science. . . . give us information and advice on how to organize our division of special education. . . . serve as chairman [or director, or participant, or summarizer] in our work conference. . . . survey our State school for the blind (or the deaf, or other special ' group) . . . work with our State and county supervisors on the health program in rural schools. . . . bring us the best of the new educational materials for young children. . . . meet with our committee on training and certification standards for elementary teachers. . . . serve as consultant to our citizens committee which is preparing recom¬ mendations to the legislature. . . . show us how to teach an intermediate grade to interpret science in their own school community. . . . help us make plans for the enrichment of educational programs for seventh and eighth grades. Altogether a total of 639 days was spent in travel status by staff during the year — 140 on State programs, 124 on local programs, 164 on national or regional programs, and 211 on foreign educational missions. On International Educational Relations At a time when our international relationships occupy such a prom¬ inent place in public affairs, it is inevitable that the educational aspects of such relationships assume a place of great importance, so far as staff time and office facilities are concerned. Three members of the staff went abroad in order to study and assist with the education program in Germany and Austria. The director visited Germany and Austria, at the request of the War Department and the State Department, to observe and evaluate the educational program, as a member of the United States Education Mission to Ger¬ many. The specialist in nursery-kindergarten-primary education spent 3 months in Germany, at the request of the War Department, assisting in planning better services for young children. The spe- 180 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1947 cialist in education for intermediate and upper grades spent 2 months in Austria, at the request of the War Department, observing the schools and preparing recommendations for their improvement as a democratic institution. At home, members of the staff have assisted in the preparation of materials requested by foreign education officials, in planning school tours for foreign officials, and in arranging for teacher and student exchanges. SECONDARY EDUCATION THE AMERICAN HIGH SCHOOLS are one of our greatest na¬ tional achievements. They are a major contribution to world culture. No other nation ever enrolled such a large proportion of its youth in secondary schools. And yet, we fall short of our ideal of providing equal educational opportunities for all youth. At no time have more than 73 percent of the persons of secondary school age attended school. For many youth attending high school the offerings are calculated neither to challenge their interests nor to meet their needs. Probably the most significant single accomplishment of the Office of Education during the past year was the leadership given in pre¬ paring the Nation’s high schools to redirect their efforts. Evidence that our high schools are not meeting the needs of the great majority of our youth has mounted rapidly since the end of the war. The traditional curriculum that has long served college- bound youth, or youth going into the relatively few skilled trades, is not useful to the multitude of youth who are destined for the numer¬ ous unskilled occupations that do not require extended training. Clearly, the Nation’s high schools must face the technological age and concede to its demands — by orienting youth psychologically, as well as vocationally, to the workaday world as they will find it upon leav¬ ing school. In thus realistically directing the majority of youth to¬ ward jobs that are no less essential to the world’s work for being routine and unglamorous, the school will fulfill its duty — long over¬ looked — of recognizing the dignity and necessity of all types of labor. The preliminary statement that articulates the necessity for changes in the high-school curriculum is contained in the Prosser Resolution of 1945, which the Office of Education is implementing through the joint efforts of the Division of Secondary Education and the Divi¬ sion of Vocational Education. (The resolution and its origin were discussed in detail in the annual report for this Division for the fiscal year 1946.) During the fiscal year 1946, workers in both general secondary and vocational education held two regional conferences dealing with the resolution ; these were followed in 1947 with additional regional con¬ ferences and a national conference. All conferences were conducted under the sponsorship of the United States Office of Education. Culminating action taken at the 3-day national conference, held in Chicago in May 1947, was of decisive and immediate importance. 181 182 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 194 7 Secondary and vocational educators (1) assisted in developing a pre¬ liminary, comprehensive statement covering the meaning and impli¬ cations of the Prosser Resolution; (2) agreed upon a series of activi¬ ties to be carried on at national, State, and local levels in gearing the secondary curriculum to meeting the needs of the times; and (3) out¬ lined a plan for organizing, financing, and administering a 3-phase action program aimed at (a) creating a wide understanding of the problem on the part of the public as well as school people; (b) stimu¬ lating in selected communities within the States specific educational programs designed to meet the particular need and to serve as demon¬ stration centers for other schools as they attempt to provide an educa¬ tion suited to all youth; ( 2 3 4 5 6 1945- 46 Total . Federal . . . State . . . Local . . . . 1946- 47 i Total . Federal . . . State _ _ Local . . . . $72,806, 830,91 $21, 293, 343. 38 $2, 232, 875. 57 $20, 370, 176. 74. $28, 910, 435. 22 20, 628, 072. 26 18, 537, 851. 34 33, 640, 907. 31 7, 270, 563. 12 5, 192, 794. 69 8, 829, 985. 57 967,481.37 653, 160. 96 612, 233. 24 5, 131, 079. 63 5, 499, 019. 57 9, 740, 077. 54 7, 258, 948. 14 7, 192, 876. 12 14, 458, 610. 96 83, 235, 822. 73 24, 556, 393. 68 2, 623, 491. 21 22, 425, 298. 91 33, 630, 638. 93 21, 088, 535. 85 22, 178, 973. 71 39, 968, 313. 17 7, 560, 510. 31 6, 303, 690. 91 10, 692, 192. 46 1,036,051.95 841, 659. 26 745, 780. 00 5, 168, 824. 46 6, 341, 463. 05 10, 915, 011.40 7, 323, 149. 13 8, 692, 160. 49 17, 615, 329.31 1 Provisional figures, subject to final audit of State reports. Prosser Resolution During the past year the Vocational Education Division partici¬ pated extensively in the conferences arranged jointly by the Office on the subject of the Prosser Resolution. This is discussed in the report of the Secondary Education Division. Digest of State Reports As required by law, the Division each year prepares a digest of annual reports from State boards to the Federal Office. The report for 1946 appeared during the fiscal year here reported. Table 3. — Enrollment in federally aided vocational classes, by type of program, fiscal years 1945-46 and 1946-47 Type of program Enrollment 1945-46 1946-47 i Total _ _ _ 2, 227, 663 2, 512, 105 Agriculture .. _ _ _ 510, 331 174, 672 911,816 630, 844 584, 571 235, 087 964, 521 727, 926 Distributive occupations _ Home economics . . Trade and industry _ 1 Provisional figures, subject to final review of State reports. Agricultural Education Veterans’ Education Institutional-on-farm training of veterans under the Servicemen’s Adjustment Act of 1944 has been a special concern during the year to the Agricultural Education Service. Based on the development of the 192 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1947 program so far, many agricultural educators feel that it has significant implications also for the training of nonveterans. Under provisions of the GI bill, over 100,000 veterans were enrolled in this type of training by J une 1947. H. R. 2181, Eightieth Congress, under discussion at that time was intended to clarify provisions of the GI bill with respect to institutional-on-farm training (H. R. 2181 became Public Law 377 shortly after the end of the fiscal year). Funds for the operation of this program come from the Veterans’ Administration which contracts for these services with State boards for vocational education. State boards in turn reimburse local boards, which employ special teachers. Out of these funds, the State boards employ persons to supervise this program under the direction of their regular staff members. Improvement of Instruction As in many other fields of education, it has been recognized for years that teacher-training institutions hold the key to improved pro¬ grams of vocational agriculture. In 1945, the Office had presented to the Negro Land-Grant College Association the results of a study it had conducted on qualifications of agricultural staffs in 20 Negro colleges. A joint committee of the association and the Office then asked the General Education Board for a special grant to continue this study. The General Education Board acted favorably on the request in 1946. It granted funds for conducting three 10-day conferences, 1 each year beginning in 1947 ; expenses of 5 consultants who shall visit the col¬ leges and make evaluations and recommendations ; and a number of fellowships for which staff members of the 20 institutions shall be eligible. The project is being conducted by a committee of the asso¬ ciation, with the director of the Division of Higher Education in the U. S. Office of Education serving as an advisory member. The rapid trend toward more complete farm mechanization tends constantly to outmode most training courses in farm mechanics for both students and in-service teachers. Following a Pacific regional conference of seven States in May 1946, the Service reported later in 1946 the findings of the conference, which was a result of the joint efforts of the Federal Office and the American Society of Agricultural Engineers. The report in effect serves as a guide to training institu¬ tions in bringing their instruction in line with the progress in mech¬ anization and with the needs of students. Food Conservation Program The Food Conservation Program which followed a Food Preserva¬ tion Program and known as the Special Grant operated during the fiscal year. Approximately 3,000 canneries with a capacity of 500 cans per day each were a part in this program. U. S. OFFICE OF EDUCATION 193 The Food Conservation Program consisted of education in the pro¬ duction and canning of food ; preparing and placing fruits, vegetables, and meats in freezer lockers ; and the rendering of lard. During the first three-quarters of the year, approximately 400,000 individuals received instruction in food conservation and at the same time proc¬ essed approximately 60,000,000 pints of food, rendered over 1,000,- 000 pounds of lard, and placed 2,000,000 pounds of food in the freezer lockers. The School Lunch Program was greatly aided by the Food-Con¬ servation Program. Most of the 3,000 stationary canneries were available for this purpose during the year. Program Evaluation Evaluating vocational agriculture programs has been a concern of the Federal Office for several years. Studies were begun as early as 1940 in cooperation with various State supervisors. There resulted an evaluation study of 400 local programs which was published dur¬ ing the year. From the 400 evaluations, 20 evaluative scales were obtained; and under each scale 5 grades of programs were described, ranging from very superior to very inferior. Scale 6, for example, pertains to the organization of Future Farmer chapters. The scales may be used for two main purposes: To revise program standards in Federal and State laws and regulations ; and to permit teachers to evaluate all or parts of their local programs. Promotion of Local Advisory Councils At the request of the States in the Pacific region, the Service issued Miscellaneous 3227 on The Advisory Council for a Department of V ocational Agriculture. Since advisory councils in vocational agri¬ culture are still in a formative stage, the purpose of this document was to make available to the States the experience of agricultural edu¬ cation workers with such advisory councils, together with suggestions for promoting the establishment of such councils. Student Organizations To Kansas City, Mo., late in October 1946, came 12,550 Future Farmers of America for their Victory Convention, reported to be the largest gathering of farm boys ever held in the world. Now in its twentieth year, this organization, which aims to develop rural leader¬ ship, has continued to grow. Membership at the end of the fiscal year was close to 240,000, 15 percent above the previous year. Chapters numbered about 7,000, an increase of 1,000 over the previous year. F orty-seven States and two Territories are represented. 772473 — 48 - 5 194 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 194 7 New Farmers of America, a comparable organization for Negro boys, operated in the States which maintain segregated schools with a membership of over 23,000, about 1,000 above 1946; and about 850 chapters, a slight growth in the year. Attending the Victory Con¬ vention of the New Farmers were 250 Negro farm boys. Both organizations are sponsored by the Agricultural Education Service of the Office of Education, so that in addition to conducting the conventions, the Office conducted regional contests in public speak¬ ing, farm mechanics, and farm electrification. In addition, applica¬ tions were reviewed and recommendations were made to the national board of trustees for awards of American Farmer degrees to 178 stu¬ dents of vocational agriculture. Other Work Other activities of the Service during the year included a study of 108 school-operated farms in the States of the Pacific region ; devel¬ opment of an educational program for Spanish- American citizens in the Southwestern States — a program now going forward under a grant from the General Education Board ; and a cooperative program with the Federal Bureau of Prisons. Two years’ work culminated with the publication of Better Homes for Negro Farm Families in 1947. For several j7ears Negro teacher trainers in vocational agriculture and home economics have worked to¬ gether on plans for assisting rural families in obtaining better homes and better family living. This bulletin represents the joint efforts of a national committee of Negro teacher trainers and the Agricul¬ tural and Home Economics Educational Services of the United States Office. Business Education Perhaps the foremost leadership problem in business education today is that of organizing into one comprehensive and closely knit program the administration and supervision of all phases of business education — distributive, office, managerial, and professional. The problem arises from the need for developing better integration and coordination of Federal, State, and local activities designed to edu¬ cate youths and adults for business competence. Through conferences, publications, and other means at its disposal the Business Education Service during the year endeavored to help solve this problem and to interpret to educators and others the needs and purposes of a total, long-range, and balanced program which pro¬ vides for economic literacy as well as vocational efficiency. One member of the staff, for instance, collaborated with two teacher trainers in conducting and reporting a study of current practices con¬ sidered to be representative of desirable developments now gaining TJ. S. OFFICE OF EDUCATION 195 favorable recognition and showing evidence of future growth and significance. The report of this study appeared as a major section of the 1947 American Business Education Yearbook , published jointly by two major education associations. Cooperation with Business Associations Better business service is the keynote of the day. Many firms and trade associations are employing professional educators to organize training programs for managers and employees. They recognize that quality of business service depends on trained employees, and are look¬ ing to the schools not only for better trained personnel, but also for help in developing their own training programs. Illustrative of cooperative activity carried on by this Service is the preparation of Paint Power and How to Sell It. Published by the National Paint, Varnish, and Lacquer Association in April 1947, this 350-page book is addressed to “newcomers in wholesale and retail stores, painting contracting shops, and field selling.” A member of the Vocational Division was assigned to work with the association’s Committee on Education, and reviewed the book for its educational approach. A teachers’ guide to accompany the students’ manual was prepared jointly by this same Division member and by the author of the book. Collaboration in another type of activity is illustrated by the pub¬ lication late in 1946 of Retail Job Analysis and Evaluation , by the National Retail Dry Goods Association. This manual is a “guide for retail stores in . . . analyzing . . . and defining jobs . . . and evalu¬ ating them . . . based on standard measurement.” It is a collabora¬ tion of one author each from the association and from the Business Education Service. Educators must plan subject matter of courses in light of job con¬ tent. In many industries, however, there is frequently a lack of agree¬ ment among employment officers, job supervisors, and employees on the actual content of the job. The manual therefore aims to assist store managers in making job studies and in conducting educational programs on job studies. In cooperation with the National Confectioners Association the Service developed a training program for salesmen in this industry. At the end of the year, plans had been devised for organizing classes locally. The training program calls for ten 1-liour discussion periods, under the leadership of an instructor provided through Federal and State or local funds. The Service also cooperated in the preparation of 10 students’ manuals and an instructor’s outline prepared and printed at the expense of the association. The Service cooperated with the National Association of Music Merchants in a similar program. Selecting and Training Salesmen , 196 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1947 a 16-page pamphlet, is based on the assumption that supervision and training are inseparable. Its educational orientation is at once evi¬ dent; the pamphlet starts with “Teaching Suggestions.” A leader’s manual also was produced for use in the vocational training of music salesmen. It was prepared jointly by two authors, one from the association and one from the Business Education Service. Members of this Service also participated in the beginning of a detailed survey of training needs in hotel and restaurant industries, and a study of curricula in food preparation and food service. This work was in cooperation with the Council on Hotel and Bestaurant Education. Cooperation with Education Associations The staff of the Business Education Service maintains cooperative relations with education associations by serving on joint committees, participating in conferences and meetings, carrying on research, pre¬ paring instructional materials, and contributing articles to profes¬ sional publications. One staff member served as associate editor of the 1947 Business Education Yearbook , joint publication of two major business education associations. Another staff member served on the Editorial Board of the National Business Education Quarterly. As¬ sistance was given to a national research fraternity in business educa¬ tion in initiating and planning a Nation-wide study to determine (1) basic business and economic competence needed by everybody, and (2) the nature and scope of training needed by those who teach this basic and economic competence. The Office of Education endeavors to fulfill its duty of planning and promoting studies and investigations designed to aid school authorities in identifying training needs, in preparing instructional materials, and in improving and evaluating instruction. Highlighting research ac¬ tivities for the year was a conference held at the Office of Education for the purpose of exploring areas of business education for which findings of studies and investigations are inadequate although urgently needed. Besulting from the conference was an 8-page publication, Research in Business Education , in which are listed 17 groups of prob¬ lems in need of further study. A plan of cooperation was developed between the Business Education Service and selected colleges and uni¬ versities whereby graduate theses developed under the direction of these institutions may be planned to meet educational needs as observed by the Office of Education. Teacher Training In promoting the improvement of teacher education, the Business Education Service carried on a wide range of activities. Assistance was given to teacher-training institutions and to boards of education on U. S. OFFICE OF EDUCATION 197 programs for the preparation and professional growth of teachers and supervisors. Staff members of the Service participated in summer sessions, workshops, and special conferences on teacher education. A bulletin, Plans for Providing Business Experience for Business Teach¬ ers , was developed in tentative form by one member of the staff in cooperation with an advisory committee of educators and businessmen. Home Economics Education Vocational education in home economics is construed by the Federal Office to mean education for the vocation of homemaking. As such, it has wide application in training for home and family living. It is not a program for girls only ; boys as well as parents in many places participate in the courses. The work of the Division during the past year should be viewed against this broad concept. Survey of Teacher Supply Naturally the supply of home economics teachers has not been unaf¬ fected by the over-all teacher shortage which became so acute last year. In cooperation with the American Vocational Association, the Home Economics Education Service assisted with a study of factors affecting the supply of home economics teachers. A pilot study was first de¬ veloped in the summer of 1946. Plans for the National Study were then developed and data collected in the spring of 1947. By the end of the year, data had been tabulated by the Office, but results were still to be published. College Teaching Curriculum work with colleges continued, building on studies made cooperatively with institutions in the past. Members of the staff as¬ sisted with conferences on curriculum sponsored by the Association of Land-Grant Colleges and Universities in cooperation with the Ameri¬ can Home Economics Association. Among these conferences, two of major importance were (1) a conference on the teaching of clothing and textiles held in Washington in the late spring of 1947, attended by representatives of 14 institutions; and (2) a pilot conference of teachers of family relations in college departments of home economics held in Detroit in the summer of 1947 with representatives of 15 insti¬ tutions. Both of these conferences dealt with such vital problems in college teaching as “How to determine student needs” and “How to adjust teaching problems to meet changing needs.” Materials devel¬ oped in the family relations conference are being prepared for dis¬ tribution to institutions throughout the country wishing to use them. 198 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1947 Study Credit Practices Many students who might otherwise enroll for high-school home¬ making courses are deterred by college practices, real or assumed, in the acceptance of high-school credits. This was the opinion of a group of State supervisors and teacher-trainers of the North At¬ lantic region, who subsequently asked the Office of Education to make a survey of such practices in the colleges in that region. A questionnaire wTas sent to 167 colleges in the summer of 1946. Returns were received from 127, of which 104, or over 80 percent, reported that they accept high-school homemaking credits. Sixty- seven accept them on the same basis as other credits, and 37 specified limitations. It was found that State universities and land-grant and teachers colleges generally accept homemaking credits. Institutions in the North Atlantic region which do not accept them are mainly women’s colleges and liberal arts colleges. All but a few of those which accept credits (99 out of 104) do so for all curricula offered by the institution. Student Organizations The Future Homemakers of America, an organization for pupils enrolled in homemaking, is devoted to bringing about better home and family living. This organization, founded in 1945, continued to grow. Comparable figures for the end of the fiscal years 1946 and 1947 are as follows: Membership — 1946, 168,259 (revised) and 1947, 216,871; chapters — 1946, 4,340 (revised) and 1947, 5,527. In both years, 45 States and 2 Territories were represented. New Homemakers of America, an organization for home economics pupils in the 17 States maintaining separate schools for Negroes grew from a membership of 19,762 in 1946 to 28,737 in 1947. The number of chapters increased from 579 in 1946 to 790 in 1947. Future Homemakers is jointly sponsored by the Office and by the American Home Economics Association. Salaries of the national staff, including the national adviser, are paid from funds raised by the membership of the organization. The chief of the Home Econo¬ mics Education Service of the Office is ex officio permanent chairman of the national advisory boards of both organizations. Regional field agents give professional assistance to both organizations through representation on the advisory boards and in workshops and confer¬ ences of national, regional, or subregional character. Aid to Schools on Equipment Two facts prompted the revision of an Office publication on physical aspects of high-school homemaking departments: (1) many new school buildings being constructed or planned, in addition to old U. S. OFFICE OF EDUCATION 199 buildings being remodeled ; and (2) equipment being released as peace¬ time production has gottten under way. The need for aid was ex^ pressed in many requests directed to the Office. The aid took the form of a complete revision of Bulletin No. 181, published in 1935. The new bulletin, Space and Equipment for Homemaking Education , incorporates new trends in arrangement and equipping of homemaking departments. It includes floor plans of departments that have been found satisfactory in use. It emphasizes providing for all phases of homemaking by use of all-purpose rooms and in other ways. The information will be equally useful to teacher¬ training institutions. At year’s end, the manuscript was completed except for the inclusion of suggestions of reviewers — members of the National Advisory Com¬ mittee on Space and Equipment who have worked with the Office throughout this project. Homemaking Education in the United States Homemaking education is offered in about two-thirds of the Na¬ tion’s public secondary schools, and homemaking courses have been taken by about two-thirds of all high-school girl graduates. Home¬ making Education in Secondary Schools of the United States , pub¬ lished in 1947, outlines the organization, aims, content, methods, and equipment ,of homemaking education in this country. This bulletin has been translated by the State Department into Spanish and Portu¬ guese for distribution in Latin-America. Aid to States on Program Planning The George-Barden Act presented ne\v problems and possibilities to home economics workers in the State departments of education and in teacher-training institutions. For discussion of these problems and possibilities, especially in relation to research and teacher training, members of the Home Economics Education Federal staff met in a week’s conference with State supervisors and teacher trainers from 45 of the States, Hawaii, and Puerto Rico following the American Voca¬ tional Association convention in St. Louis in December. This service was supplemented by visits to State departments of education and teacher-training institutions in approximately half of the States to work on problems particularly significant to the respective States and institutions. Trade and Industrial Education Apprentice Training Recently apprentice training for skilled occupations and on-the- job training for occupations not apprenticeable has been stimulated by the veterans’ training program, as well as by demands from industry. 200 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1947 Organized apprentice programs have been extended to include about 100 trades. As of the end of the fiscal year, there were approximately 125,000 indentured apprentices — most of whom were receiving in¬ struction supplementary to training and work experience on the job. Related training for apprentices is the responsibility of State and local boards of education. During the year, the Trade and Industrial Education Service of the Office of Education cooperated with the staffs of a number of State boards for vocational education and of industrial associations in collecting information for the supplementary instruc¬ tion of apprentices and other on-the-job trainees. This information was distributed to all State departments of education and many local school officials, as well as training departments of industry and the Apprentice Training Service of the United States Department of Labor. The Trade and Industrial Education Service also laid the ground¬ work for coordinating future preparation of instructional materials for this type of training by publishing a bulletin entitled “Suggestions Relating to the Preparation of Instructional Materials for the Supple¬ mentary Training of Apprentices.” A suggested pattern for prepar¬ ing and publishing outlines of supplementary instructional content for skilled and other occupations also was prepared during the year. It is expected that in the future much duplication of effort among the several States in preparing such materials will be eliminated. An outstanding project was the development, in cooperation with five State boards for vocational education, of related materials for apprenticeship in six railroad shop crafts of the Union Pacific Rail¬ road. This material is being used in 11 States served by that system. It is expected that similar programs will be developed with several other railroads as a result of this pilot project. Public Service Training Training for public service occupations that are trade and indus¬ trial in nature is a phase of vocational education in which there is continuing interest. During the year, assistance was given to many States in identifying public service training needs, maintaining and improving State programs, and in training an adequate supply of instructors for such work. Special emphasis was given to firemen’s training, in line with the President’s Conference on Fire Prevention, as well as to rural electrification job training. Public service enroll¬ ments as compiled from reports submitted from the States showed a total of 49,028 persons receiving organized instruction through 2,571 classes held in 1,480 different centers. General areas in which training was offered included fire prevention and fire fighting, guarding people and property, custodial work, school bus driving, generation and dis- U. S. OFFICE OF EDUCATION 201 tribution of electricity, water supply and sewage disposal, and inspec¬ tion in the interests of public health and safety. Study of Trade School Graduates “What are we getting for our money?” is always a good question. What results from the funds spent for trade training? Certainly a basic measure of successful trade and industrial education programs is the ability of graduates to find and keep employment in the occupa¬ tions for which they were trained. Around 1920, a number of North Atlantic States, under the leader¬ ship of a member of the Vocational Division, established the precedent of reporting graduate-placement data. These States being heavily industrialized contain a high proportion of trade schools in the Nation. The report for the class of 1945 was published in May 1947, and was entitled “What Becomes of the Trade School Graduate?” It contains reports from 10 Eastern States, including a total of nearly 11,000 graduates. Primarily because many of the graduates of this class en¬ tered the armed forces immediately after graduation, the report does not represent normal conditions. Even under such conditions — nearly 40 percent entered the armed forces after graduation — 41 percent en¬ tered the trade they trained for, immediately after graduation. In addition, about 6 percent were employed in related occupations utiliz¬ ing parts of their training, and only about 4 percent entered trades not related to those for which they were trained. Among trades in which women specialize, and therefore not affected by military induction, percentages are shown as follows : cosmetology, 84 ; dressmaking, 74 ; and power sewing machine operation, 71. Analysis of Nursing Practical Nursing , an analysis of the practical nurse occupation with suggestions for the organization of training programs, was published during the year. This analysis was the result of 2 years of work by a committee made up of representatives of various nursing and health organizations together with representatives of this Office. This is the first complete analysis of the work of a practical nurse undertaken on a national scale, and is considered by professional nurses as a pioneering project of great significance. The publication includes suggestions for organizing courses, selecting teachers, and cooperating with hospitals offering clinical experience. The Government Printing Office reports large sales, including orders from foreign countries, which indicates that the analysis is meeting a real need. A curriculum on practical nurse training to accompany the publication Practical Nursing has been partially worked out, in cooperation with a com¬ mittee appointed by national professional nursing organizations. 772473—48 - 6 202 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1947 Other Work Advisory service was given to a number of States in the improve¬ ment and expansion of their teacher-training programs for trade and industrial education. Emphasis was placed on the unification of formalized courses among the various States in line with program needs. A study that has attracted considerable attention was one con¬ ducted in cooperation with national associations of State supervisors, and with teacher trainers of trade and industrial education. This study, enitled “Analysis of the Functions Performed in Operating a Local Program of Industrial Education,” has clarified points of emphasis that are required in the improvement of instruction, and is to form the basis of specific recommendations. A tentative outline for teaching food subjects in trade schools was prepared in cooperation with the Committee of the Council on Edu¬ cation of the National Hotel and Restaurant Association. Along with this was a special study made of food preparation and service as taught in trade schools and commercial establishments. Two bibli¬ ographies were completed; one on painting and decorating, and the other on craft work. The staff collaborated with the United States Department of Labor in the preparation and distribution of Training for Jobs for Women and Girls. Other accomplishments of the staff during the year included : Ad¬ visory and training work done in connection with employee-employer illations; increasing the effectiveness of advisory committees for trade and industrial education ; improvement of part-time cooperative programs ; and studies of teacher-training development. Occupational Information and Guidance Several factors have stimulated the demand for assistance from the Occupational Information and Guidance Service in the developing of guidance work throughout the country. The passage of the George- Barden Act, which recognized the need for the extension of this phase of vocational education, brought specific demands from States desiring to take advantage of the new F ederal provisions. The Pros¬ ser Resolution, extensively discussed during the year as reported else¬ where, gave striking emphasis to the importance of guidance work to general and vocational education, both directly and also in its function as an integrating factor. The role of guidance functions in the fur¬ ther development of vocational education, in such phases as selection, persistence, and employment adjustment, turned the thinking of voca¬ tional leaders toward better State and local guidance programs. The new State plans for most States include increased provisions for super¬ vision, for the training of counselors, for research work, and for estab- U. S. OFFICE OF EDUCATION 203 lishing local programs which can be used as experimental or demon¬ stration centers. Following prolonged vacancies during the war in State supervisory staffs, programs were reactivated in four States during the year. This brings to 43 the number of States offering supervision in occupational information and guidance. Altogether 13 new State supervisors in this field were appointed during the year. Assistance to these State supervisors in their new duties was a major responsibility of this Service. Three phases of the year’s work deserve special comment : Train¬ ing guidance workers; evaluating guidance services; and developing guidance techniques. Training Guidance Workers Basic to the improvement of guidance services is the training of ad¬ ministrators, teachers, and counselors. The entire faculty must under¬ stand the aims of the program. To answer the constant requests from educators throughout the country for information as to the sources of training, the third annual directory of summer courses in guidance and personnel work offered by colleges and universities was compiled and issued. This was a cooperative project with the Higher Education Division. Other work in this area included consultative services in the train¬ ing of counselors in three States: Connecticut, Georgia, and North Carolina. In addition, a bulletin on teaching occupational informa¬ tion was in process of preparation, and was about one-third completed at the end of the year. Evaluating Guidance Services Program evaluation is especially pertinent in the field of guidance. Relatively few evaluation studies of a total program of guidance have been available in the past. To shed light on this problem, the Service undertook research into the literature in the field, classifying it into seven groups according to the method used by the investigator. This study was issued at the end of the year in tentative form as a mimeographed document. School administrators called upon the Service for evaluations on two occasions during the year. The Service evaluated the guidance program offered at the National Training School for Boys in Wash¬ ington, D. C. The State of Virginia requested a more elaborate study of the 5-year accomplishments of the Richmond Consultation Service. This latter study is still in progress. Developing Guidance T echniques Of various techniques in use, testing in particular calls for profes¬ sional know-how. The odds are great, especially in small schools, that 204 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 194 7 no faculty member has more than limited training on the subject. Under such circumstances testing is subject to maladministration and results are subject to misinterpretation. To aid in meeting that prob¬ lem, the Service prepared during the year, with the assistance of a committee of nationally known leaders in the field, a bulletin entitled “Guidance Testing.” It is addressed to counselors faced with the task of carrying on a testing program. This manuscript was ready for publication prior to the year’s end. To demonstrate a testing program in action, the Service conducted a series of workshops in guidance testing in various parts of Wis¬ consin. The workshops had the dual purpose of assisting that State and of developing good practices applicable in other States. Occupational Information Because trends in industry and in job opportunities are constantly developing, new information is as constantly being produced. On the other hand, counselors need guides to the vast informational resources available. They also need suggestions on the use of the materials. To serve these purposes, Guide to Occupational Choice and Training was published during the year. To provide guidance workers with additional information, 12 occu¬ pational briefs and bibliographies were issued during the year. Titles in the former group include: Designer, Jewelry TTorkers, and Secre¬ tary. Titles in the latter include : Government Publications ; Occupa¬ tions ; Reading List for Counselors ; and Guidance Bibliography. Assistance to Professional Groups An important phase of the work of the Service is always that of assisting groups, organizations, and agencies connected with the pro¬ fessional development of the field, although not part of State or local educational units. In addition to the Prosser committee, already men¬ tioned, substantial assistance was given to the Southern States Work Conference, a voluntary organization composed of professional educa¬ tors in 14 Southern States. The National Vocational Guidance Asso¬ ciation was aided not only by participation in its meetings but also by several contributions to the magazine Occupations . The National Council of Chief State School Officers was assisted through consulta¬ tion services to its committee on guidance services. Illustrative of the scope of organizations assisted, the full list of which would be too long to mention here, are the National League of Nursing Education, the National Council of Teachers of Mathematics, and the Boys’ Clubs of America. HIGHER EDUCATION The Current Situation in Higher Education HIGHER EDUCATION in the United States experienced the greatest growth in enrollments during 1946-47 that has ever been recorded in any one year in any country. The 2,078,095 students estimated to be in attendance at some 1,700 colleges and universities in the autumn of 1946 represented a 100 percent increase over the enrollment of the preceding year, and a 50 percent increase over the peak enrollment of prewar years. The expenditures for educational and general purposes in institutions of higher education in 1946^7 were slightly more than 1 billion dollars; this sum represented an all-time high for the finan¬ cial support of higher education. The tremendous and sudden expansion in the demands for higher education have required the introduction of many emergency measures in colleges and universities throughout the country. The staff mem¬ bers of the Division of Higher Education have been active during the year in helping authorities meet the emergency and plan their pro¬ grams for carrying on the best possible educational services, not only in the current year but in the years that lie ahead. Veterans taking advantage of the educational benefits under Public Laws 16 and 346 have in large part accounted for the increase of col¬ iege enrollments. Slightly more than half the college population in the fall of 1946 consisted of veterans, and the proportion of veteran students promises to continue high for several years to come. Veterans have proved to be especially capable students. Careful analyses of their work in many institutions indicate that, as a group, they maintain grades that are in most cases above the average for the entire student body. Plant space for the housing of the increased numbers of students has been extremely limited. The temporary facilities provided by the Federal Government, through the transfer of surplus war properties, helped ease the emergency, but they do no solve the problem perma¬ nently. Most institutions are still unable to give students the kinds of accommodations that were available in prewar years — for rooming quarters, laboratories, classrooms, and library reading rooms. Even more serious than the shortage of plant facilities has been the shortage of qualified faculty members. Graduate school enrollments, greatly reduced during the war period, did not produce new faculty 205 206 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 194 7 members in normal supply, and significant numbers of college teachers who entered military service, industry, or Government work during the war, have not returned to their teaching posts. Under these condi¬ tions it would have been difficult to fill the normal prewar number of positions with qualified teachers ; under the impact of unprecedented enrollments the staffing of the instructional program has proved to be an extremely serious problem. The shortage of college teachers has necessitated greatly increased loads for faculty members, as well as the employment of some teachers whose qualifications are not equal to those formerly considered requis¬ ite for college-level instruction. Acceptance of some new instructors who do not have the highest academic qualifications has not resulted in serious deterioration in the quality of instruction, however, since most of these new teachers have been assigned to classes at the freshman or lower division level, where the bulk of the increased enrollment is concentrated and where specialization of subject matter has not reached a high degree. The overloading of instructors has involved not only a lengthened teaching schedule but also an increase in the size of classes, sometimes to almost incredible numbers. The spirit of the faculty members in accepting these overloads has been admirable, but such an arrange¬ ment must clearly be considered temporary in spite of the fact that the prospects for having a sufficient number of qualified teachers during the next few years are decidedly dim. A further complication in the faculty situation has arisen from the fact that institutional revenues have not increased in proportion to the numbers of students and the rise in the cost of living. While there has been some general tendency to adjust the faculty salary scale upwards, in few institutions have such adjustments been equal to the increase in the cost of living. As a result, college teachers today are carrying these heavy overloads of work and are receiving less remuneration, in terms of purchasing power, than they did in prewar years. This situation militates against the recruitment of the kinds of personnel needed for faculty positions. Although the situation during 1946-47 was extremely difficult for all concerned with higher education — students, faculty members, and administrative staff — even greater difficulties are. anticipated within the next 2 or 3 years. The overcrowded campus facilities must be expanded to care for still further increases in enrollments. As the wave of increased enrollments moves along, from its present concen¬ tration in the freshman year into the upper divisions and graduate schools, the demands for specialized equipment and laboratory facili¬ ties and for faculty members of the highest levels of scholarly com¬ petence will be much more difficult to meet than the shortages that have been met and in some measure overcome in 1946-47. U. S. OFFICE OF EDUCATION 207 Question was frequently raised with the Division of Higher Edu¬ cation concerning the numbers of qualified young people who were unable to obtain admission to college or university during 1946-47. Definite statistics to answer this question are not available, and to obtain them would require a large-scale project beyond the resources at hand. It seemed feasible, however, to take a poll of the opinions of educators who were in a position to observe the situation in their own States; and such a poll was undertaken by the Division from a well-distributed sample of educators throughout the country. About 80 percent of the respondents were of the opinion that practically all qualified students in their States were able to obtain entrance to college. It was apparent, however, that the situation was by no means uniform throughout the country, and that in certain States con¬ siderable numbers of well-qualified students could not obtain admission to any college or university. There were also probably large numbers of students who managed to get into some college, but not into the one they wished to attend, or not into the curriculum they were chiefly interested in pursuing. Great interest has been shown, both by institutions of higher edu¬ cation and by large numbers of interested citizens, in the probable future trends of enrollments. The institutions are concerned about the practicality of expanding their facilities on a permanent basis. Parents are concerned about the opportunities for their younger chil¬ dren to enter college in the years that lie ahead. The members of the staff of the Division of Higher Education have been besieged with requests for predictions of future trends in college enrollments. Esti¬ mates of this nature have been prepared, with the assistance of staff members in the Kesearcli and Statistics Section. The considered opinion is that college enrollments will likely never drop below levels attained in 1946-47, and that further increases may be expected, at least during the period of the next few years when large numbers of veterans will continue to take advantage of their educational benefits under Public Laws 16 and 346. Higher Education Periodical Higher Education, the journal established by the Division of Higher Education, provided one of the chief means for disseminating information from the Division during the year. Eighteen issues of Higher Education were published, on a semimonthly basis, during the academic year from September through May. These were dis¬ tributed to a mailing list of about 10,000 institutions, agencies, and individuals. As a service to institutions of higher education, the Division has undertaken to keep abreast of the actions of the Congress that affect 208 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 194 7 colleges and universities. A staff member of the Division prepares notes on legislative developments, based on information appearing in the Congressional Record and other sources. These notes are pub¬ lished regularly as a special feature of Higher Education. Land-Grant Colleges and Universities The Division of Higher Education has a particularly close relation¬ ship to the land-grant colleges and universities, because of the responsi¬ bilities of the Office of Education, handled through this Division, for administering the land-grant college funds. Reports on the distribu¬ tion of the Morrill-Nelson funds have been filed as required by law. The annual reports for the fiscal years 1944 and 1945, publication of which was delayed by wartime conditions, have now appeared, and the annual report for 1946 has been prepared. During the year 1945-46, the most recent date for which information is available, the 69 land-grant institutions enrolled 296,077 civilian and 13,793 military students in residence, a total of 309,870. This was an increase of 116,555, or 60 percent, from the year 1944-45. The in¬ crease in the enrollment of men was 106 percent, and in the enrollment of women, 15 percent. A total of 27,474 undergraduate and first pro¬ fessional degrees and 4,090 graduate degrees were conferred. These numbers represent increases of 20 and 30 percent over the comparable degrees granted in the previous year. The income of the land-grant colleges and universities for general and educational purposes for the year 1945-46 amounted to $277,- 646,602, a slight decrease (0.2 percent) from the income in the previous year. Of this income, 27 percent was from F ederal sources. An addi¬ tional amount of $38,061,194 was received for physical plant and $9,358,806 for additions to endowment. Staff members of the Division visited six land-grant institutions in order to study their programs and learn about new developments in their organization and activities. Members of the staff attended the annual meeting of the Association of Land-Grant Colleges and Uni¬ versities and the Conference of Presidents of Negro Land-Grant Colleges. Two studies of special interest to the land-grant colleges were initiated. One is a survey of curriculums of less-than-degree length in the land-grant colleges and universities; the other is a study of trends of tuition fees. Both were in process at the end of the fiscal year. Members of the Division are participating in the planning of a large-scale project to improve agricultural instruction in the land- grant colleges for Negroes. This project, under the general direction U. S. OFFICE OF EDUCATION 209 of the Conference of Presidents of Negro Land-Grant Colleges, is being financed by a grant from the General Education Board. Howard University The Office of Education is legally charged with responsibility for an annual inspection of Howard University. However, such an in¬ spection was not undertaken during 1946-47, pending clarification of the responsibilities of the Office in this respect. Certain of the staff members of the Division of Higher Education participated in a survey of Howard University. Later in the year the Director of the Division, at the request of the Federal Security Admin¬ istrator, submitted his review of the recommendations made in the survey report; he also outlined plans for improving the relationship between the Federal Government and Howard University. Teacher Education The shortage of teachers remains one of the most critical problems in the public-school systems of this country. Preparation of teachers is a function of institutions of higher education and therefore the Division of Higher Education has a deep interest in this subject. Circular 209, Teacher Placements , Registration , and Related Serv¬ ices , has been revised and is now available. The circular entitled Suggestions to Prospective Teachers has also been completed. The preparation of uniform blanks on which State departments of educa¬ tion may request the information they need for teacher certification is close to completion. Throughout the year materials on the extent of the teacher shortage and the means to meet it were assembled and disseminated to scores of individuals and agencies interested in the problem. Education of Negroes The large-scale project, involving the preparation of materials and personnel for the education of Negro adult illiterates, has been suc¬ cessfully carried through the first year of its operation, according to schedule. This project has been financed in part by a grant from the Carnegie Corporation. It has such obviously valuable potentiali¬ ties that the Carnegie Corporation has provided an additional grant of $25,000 to carry it through the second year of operation. Six insti¬ tutions of higher education are cooperating directly in this project. It has attracted wide interest because of the promise it gives of de¬ veloping important new materials and methods in the education of adult illiterates. 210 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1947 The bulletin, Education of Negro Leaders , has been completed for early publication. The study is an outgrowth of an analysis made in connection with the survey of Howard University. Dental Education and Research In March 1944, the American Association of Dental Schools adopted a comprehensive plan for the continuous study of the dental curriculum and dental teaching and appointed a standing committee to have charge of the work. Three committees — one each for histol¬ ogy, oral diagnosis, and radiography — have prepared reports on the teaching of these subjects in dental schools. These reports have been the subject of conferences at annual meetings of the American Associ¬ ation of Dental Schools. The reports and the conference proceedings have been published. The committee on teaching, under the chairman¬ ship of a Division staff member, has supervised this work. It has also selected committees on biochemistry and orthodontics to report on instruction in these fields. The Committee on Research of the American College of Dentists awarded grants-in-aid for research on dental problems, most of which is carried on in dental schools. The Committee on Student Recruit¬ ment considers ways of encouraging capable young people to enter colleges of dentistry. A staff member of the Division is on both committees. The Committee on Examinations of the National Association of Dental Examiners has been studying plans for establishing a pool of examination questions for use by State dental examining boards. The same Division staff member is also on this committee. During the year it collected questions on oral pathology and reported its experience to the association. Pharmaceutical Survey Cooperative relations by the Division in the field of professional education are illustrated by still another project. Working on a part- time basis, a Division staff member has served as assistant director in charge of curriculum studies of the Pharmaceutical Survey, a 3-year study being conducted under the auspices of the American Council on Education. The curriculum study is one part of an extensive study of all aspects of pharmaceutical education. Faculty Salaries One of the critical issues in higher education has to do with the salaries of teachers. No recent data are available on faculty salaries, and to obtain such information on a complete basis would have in- U. S. OFFICE OF EDUCATION 211 volved an expensive job of collecting original statistical data. To meet the situation, a study was undertaken during 1946-47 concerning the administration of faculty salaries. As a basis for this study, col¬ leges and universities were asked to submit copies of their rules and regulations governing the payment of faculty salaries, including the scale for salaries in the various academic ranks, the periods for which salaries are paid, and the kinds of regular deductions made from sal¬ aries. Returns from almost 650 institutions were received and ana¬ lyzed. A preliminary report has been prepared for publication in Higher Education in the fall of 1947. A special study of the salary policies of the group of colleges that have engineering schools was made from the data collected, and was reported in April in a brief mimeographed circular addressed to the deans of engineering colleges. A special analysis of salary schedules and policies in colleges for Negroes was also prepared from the source material collected in the study of faculty salary administration; it was reported at the meeting of the Association of Negro College and Uni¬ versity Business Officers and will be published in the proceedings of that organization. Educational Directories The preparation of the annual edition of the Educational Directory , Part 3, Colleges and Universities, is a responsibility of the Division of Higher Education. The 1946-47 edition, concerning 1,700 institutions of higher education, contains information that was checked for au¬ thentication by the individual institutions concerned. Of the 1,700 institutions, 783 were classified as colleges and universities, 266 as pro¬ fessional schools, 215 as teachers colleges and normal schools, and 436 as junior colleges. Classified according to control, 364 were under State authorities, 199 under district or city control, 445 under private boards, and 692 under the control of religious denominations. Insti¬ tutions for men numbered 223; those for women 275; those for both men and women 1,202 ; and those for Negroes 107. During the year a special Directory of Institutions Offering Grad¬ uate Work was prepared and published, in which 324 colleges and universities offering programs for the master’s or doctor’s degree were listed. The Directory of Graduate Schools has been favorably received and it is expected that a revised edition will be necessary at regular intervals hereafter. In addition to these published directories, the Division of Higher Education maintains almost 200 different lists of institutions classified according to various criteria, such as those offering particularized curriculums, or those that have been recognized 'as distinguished for their graduate programs in certain specific fields of study. These lists 212 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 194 7 are in mimeographed or tj^pewritten form and are useful in answering inquiries from persons who wish to know what institutions of particu¬ lar types are available. From time to time new lists are added as requests come in for classi¬ fications not previously compiled. The existing lists undergo constant revision as conditions change. Engineering Education The project for the maintenance of a clearing house for information regarding engineering and technical education, initiated during the preceding year, has been carried forward. This particularized in¬ terest in engineering education is in part an outgrowth of the coopera¬ tive relationships that were developed between the engineering colleges and the United States Office of Education during the operation of the Engineering, Science, Management War Training Program. The staff member especially concerned with engineering education has main¬ tained close contact with the various engineering societies and h is served on committees of those organizations. During the year he visited six engineering colleges to observe their programs and to obtain ideas as to the ways in which the emergency caused by the rapid in¬ creases in enrollments could be met. Special interest has been maintained in the reporting of enrollments in engineering colleges. A staff member of the Division has served as a member of the special committee of the American Association of Engi¬ neering Education on enrollment trends. In addition to the usual reports on numbers of students in engineering colleges, statistics have been collected and compiled on the number of preengineering stu¬ dents in the various colleges, universities, junior colleges, teachers col¬ leges, and other nonengineering institutions throughout the country. The data on preengineering students, which have never before been available, showed a total of approximately 77,000. These figures have proved to be of great interest to those responsible for engineering edu¬ cation, who need to estimate well in advance the nature and extent of the demand for instructional service at the various levels of the engi¬ neering curriculum. Advisory and Consultative Services A large part of the work of the Division of Higher Education con¬ sists of advisory and consultative services to individuals, institutions, and organizations. During the year the Division has rendered special services to two important temporary Federal agencies, the President’s Commission on Higher Education, and the President’s Advisory Com¬ mission on Universal (Military) Training. Staff members are in U. S. OFFICE OF EDUCATION 213 touch almost daily with members of other agencies of the Federal Gov¬ ernment who are seeking advice and information on problems related to higher education. During 1946-47 the 7 members of the professional staff attended a total of 128 meetings of national, regional, State, and institutional groups ; addresses were made before 83 of these meetings. The Director of the Division directed a comprehensive survey of higher education in Maryland during the period between July 1946 and J anuary 1947. This survey was made at the request of the Mary¬ land Commission on Higher Education, appointed by the Governor of the State in pursuance to a legislative act passed in 1945. Arrange¬ ments for the direction of the survey, which was under the auspices of the American Council on Education, had been completed prior to the appointment of the new Director of the Division of Higher Education. He therefore did his work on the survey while on leave without pay from the Office of Education. The survey report has been published by the American Council in a volume of 384 pages. The Director of the Division and the Specialist in Negro education participated, during the fall of 1946, in a survey of public higher edu¬ cation in Florida. This survey was part of a comprehensive study of the entire educational program in Florida under the auspices of the Citizens School Committee. On the basis of this study, the Citizens Committee has been able to bring about certain significant changes in the institutional pattern of higher education in Florida. VETERANS EDUCATIONAL FACILITIES PROGRAM THE ENACTMENT of the Mead bill on August 8, 1946, as Public Law 697, Seventy-ninth Congress, threw a heavy responsibility on the Office of Education for examining and approving Justifications of Need for surplus Federal properties requested by schools and colleges in order to provide a program of education for veterans. This law made the Federal Works Agency responsible for supplying surplus buildings, equipment, and supplies, as they could be made available by the War Assets Administration, wherever the Commissioner of Education certified that an urgent need existed or impended for their use in educating veterans. Prior to the initiation of the program under Public Law 697, the Office of Education had established a Surplus Property Utilization staff which has cooperated with educational institutions and the War Assets Administration in the disposal of real property and with the Army, Navy, and other owning agencies in the disposition of property they were authorized to donate to educational institutions without regard to the enrollment of veterans. These activities are described elsewhere in this report. Responsibility for operating the Veterans’ Educational Facilities Program authorized by Public Law 697 was assigned to the Division of Higher Education. The Specialist in State-Wide Programs in this Division was named as chief of the VEFP section to direct the program. It has been organized so as to permit a decentralized ad¬ ministration. A small staff has been maintained in Washington, and some 35 persons were assigned to duty in 9 regions of the United States. These field staffs are housed with the staffs of the Bureau of Commu¬ nity Facilities, Federal Works Agency, in New York, Washington, Atlanta, Chicago, Kansas City, Fort Worth, Denver, San Francisco, and Seattle. The fact that they have power to make decisions on the requests submitted by school and college administrators has enabled educators to deal on a face to face basis with responsible representa¬ tives of the Commissioner of Education. As of June 30, 1947, 1,650 educational institutions had submitted statements justifying their need for buildings and equipment. Of this total, 1,124 institutions had requested 33,000,000 square feet of floor space and 529 institutions had requested only equipment and supplies. 214 U. S. OFFICE OF EDUCATION 215 The VEFP staff had approved 20,500,000 square feet of the requested space and the Federal Works Agency had entered into agreements with the institutions to provide 13,500,000 square feet of the space that had been approved. Approximately 4,500,000 square feet of the contracted space is allocated to classrooms, 2,200,000 to laboratories, 1,000,000 to administration buildings, 1,000,000 to cafeterias, 500,000 to libraries, 300,000 to infirmaries, and 4,000,000 to a miscellaneous group of buildings. The Seventy -ninth Congress appropriated $75,000,000 for the use of the Federal Works Agency in dismantling, removing, and reerecting buildings needed by educational institutions in providing a program of education for veterans. At the close of the fiscal year the Federal Works Agency had allocated $73,000,000 of the appropriation to con¬ struction projects. Many of these buildings are already in use on school and college campuses and it is expected that most of those for which funds have been allocated will be ready for use wffien schools open in the fall of 1947. In order to assure an equitable distribution of the facilities that could be provided with the above appropriation, funds were allocated for use in each State according to the ratio the veterans of a State approved for a program of education and training bore to the total number of such veterans in the United States. The 1,650 institutions, by June 30, 1947, had filed requests for in¬ structional and maintenance equipment which by War Assets values would aggregate $200,000,000. Slightly more than half of these requests were approved by the representatives of the Commissioner of Education. At the close of the fiscal year the War Assets Admin¬ istration had transferred to the Federal Works Agency under the provisions of Public Law 697 approximately $20,000,000 worth of equipment and supplies for use in educational institutions which needed them in providing a program of education for veterans. In addition, the War Assets Administration had received purchase orders from educational institutions for $18,000,000 worth of equipment, for which they had been approved by the United States Office of Educa¬ tion through the Federal Works Agency. The War Assets Adminis¬ tration supplied this material at a 95 percent discount from its fair value. The above transactions provided educational institutions with ap¬ proximately 15,000,000 items of badly needed equipment. Electrical and metal-working machinery accounted for $7,000,000 worth of the property ; electronics equipment $4,000,000 ; office and classroom fur¬ niture $2,000,000; professional and scientific instruments $1,000,000; lockers, filing cabinets, and other metal products equipment $500,000 ; motor vehicles $500,000; aircraft $500,000; plumbing and heating equipment $500,000; fire control equipment $500,000; refrigerating and air-conditioning equipment $300,000 ; glass, clay, and stone equip- 216 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1947 ment $200,000. Other items ran the gamut of equipment ordinarily used in schools and colleges. The building program is expected to be completed by December 31, 1947, but equipment from war surplus materials is expected to be pro¬ vided for educational institutions engaged in a program for veterans until June 30, 1948. CENTRAL SERVICES DURING THE YEAR the work of the Central Services Division was carried forward by its four constituent sections, namely, Research and Statistical Service, Information and Publications Service, Office of Education Library, and Administrative Management and Services. High-light activities of these sections are reported as follows: Research and Statistical Service Speed and Saving Steps were taken by the Research and Statistical Service during the year to expedite the tabulation and reporting of vital statistics on education. Following recommendations of educators and technicians made in a national conference called by the Office of Education in October 1945, this Service changed from manual to machine tabulation and officially launched a program which should speed the supplying of statistics on American education in the future and reduce the cost. Basic periodical statistics of public high schools and of land-grant colieges were tabulated by machine in 1947, and plans were made to use the same machine tabulation method for statistics of city schools, higher education, and university and college libraries. Scientific Sampling Thus for the first time in many years of statistical work, the Office of Education has been enabled to initiate a major program of statis¬ tical tabulation by machine on a large scale. The new tabulation process makes it possible for the Research and Statistical Service to do scientific sampling studies of specific use to the Nation’s 27,000 public high schools, 1,700 colleges and universities, 3,000 city school systems, and 1,700 college libraries. Renewed Emphasis Efforts to develop more uniform records and reports, impeded dur¬ ing the period of war, were given new impetus during the year. Two conferences were held to stimulate uniform recording and reporting for pupil transportation and use of visual aids. Plans were made to give continued emphasis to provision of profes¬ sional statistical advice and service through use of the sampling tech¬ nique, simplification of forms for adaptation to machine tablulation, 217 218 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1947 and otherwise to meet the needs of educational specialists and the profession generally for more current statistical data. * Completed A record Nation-wide survey of college and university enrollments was completed by the Research and Statistical Service in a period of 6 weeks during the year. Statistical studies prepared by the Service and published are included in the listing reported by the Information and Publication Service. Tor Research Studies The Service participated in meetings of the Interdivisional Com¬ mittee on Research and Statistics held during the year to integrate research and statistical activities of the Office of Education with the needs of the various divisions. Cooperative statistical service was provided by the section for the following studies of other Divisions: High-School Principals; Guid¬ ance Practices in the Richmond, Va., Area ; College Facilities; College Salaries ; Potential Engineers ; Survey of American History Teaching ; and Survey of Home Economics Teachers. Information and Publications Service In the Public Interest The Citizens Federal Committee on Education — which acts in an advisory relationship to the Office of Education, and consists of mem¬ bers selected by various groups representative of broad segments in American life — requested the Office to seek -help in presenting the facts on the school crisis to the Nation. The Citizens Federal Committee, subsequently, with some assistance from the Information and Publica¬ tions Service, was able to obtain the cooperation of many business firms, radio broadcasters, magazine and newspaper editors in such an effort. As a result, messages were broadcast over TOO national radio programs ; articles appeared in many of the leading national magazines and in newspapers across the country — all in the public interest. Diffusing Information Long- and short-term recommendations for educational public rela¬ tions were recommended at a national advisory conference called by the Information and Publications Service. These recommendations were made by leading educational editors and information specialists, after analysis of present United States Office of Education policies. Preliminary plans for a survey of educational journalism to discover trends and compile data for a printed report also were made by this Service. U. S. OFFICE OF EDUCATION 219 The long-established function of this Service in preparing for print¬ ing and publishing the research findings of Office of Education special¬ ists was continued. Approximately 2,500 printed pages were edited, and 53 publications came from the press during the year. These included bulletins and leaflets making available research information to promote education at all levels. In addition the historic biennial survey statistics for State and city school systems and of higher educa¬ tion were also published, as well as the Educational Directory , and two official periodicals — School Life and Higher Education. Carrying further the original mandate of Congress to “diffuse such information as shall aid in the establishment and maintenance of effi¬ cient school systems . . .,” the Information and Publications Serv¬ ice answered over 20,000 letters and 9,000 telephone requests and pre¬ pared 25 educational news releases. Specific help was given 44 dif¬ ferent agencies of the Government in bringing information of interest to the schools and colleges. School Life, official monthly journal of the Office, was made avail¬ able to superintendents of city schools in cities of 2,500 population and over, and to all county superintendents and State education officers. Higher Education went regularly to all college and uni¬ versity presidents. Revision of high-school mailing lists was begun during the year so that appropriate Office of Education information may be made available to every high school in every community. The Service continued cooperation with the Superintendent of Documents in effecting Nation-wide announcement of new publications in education. Publications off the Press During 1947 Bulletins, Leaflets, Etc. Education in Peru. Bulletin 1946, No. 3. Education in Costa Rica. Bulletin 1946, No. 4. How to Build a Unit of Work. Bulletin 1946, No. 5. Education in Colombia. Bulletin 1946, No. 6. High-School Credit and Diplomas Through Examinations and Out-of-School Experiences. Bulletin 1946, No. 7. A Curriculum Guide to Fire Safety. Bulletin 1946, No. 8. Engineering Science and Management War Training — Final Report. Bulletin 1946, No. 9. Vocational Training for War Production Workers — Finpl Report. Bulletin 1946, No. 10. Rural War Production Training Program — Final Report. Bulletin 1946, No. 11. Program of Education and Training for Young Persons Employed on Work Projects of the NYA — Final Report. Bulletin 1946, No. 12. Training Films for Industry. Bulletin 1946, No.. 13. Student War Loans Program — Final Report. Bulletin 1946, No. 14. Inter-American Understanding and the Preparation of Teachers. Bulletin 1946, No. 15. 220 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1947 Statistics of Land-Grant Colleges and Universities, Year Ended June 30, 1944. Bulletin 1946, No. 16. Public Relations for Rural and Village Teachers, Bulletin 1946, No. 17. Vocational Education of College Grade. Bulletin 1946, No. 18. Planning and Equipping School Lunchrooms. Bulletin 1946, No. 19. A Bibliography of Materials for the Teaching of English to Foreigners. Bulletin 1946, No. 20. Statistics of Land-Grant Colleges and Universities, Year Ended June 30, 1945. Bulletin 1947, No. 1. Visiting Teacher Services — Report of a Conference Called by the Commissioner of Education and Held in the U. S. Office of Education, Washington, D. C., June 1945. Leaflet No. 75. Federal Government Funds for Education, 1944-45 and 1945-46. Leaflet No. 77. Biennial Surveys of Education, 1942-44. Statistical Summary of Education, 1943-44. Chapter I. Statistics of State School Systems, 194344. Chapter II. Statistics of City School Systems, 1943-44. Chapter III. Statistics of Higher Education, 1943-44. Chapter IV. Educational Directories Associations and Directories, 1945-46. Part IV. County and City School Officers, 1946-47. Part II. Colleges and Universities, 1946-47. Part III. Vocational Education Guide to Occupational Choice and Training, Vocational Division Bulletin No. 236. Better Homes for Negro Farm Families. Digest of Annual Reports of State Boards for Vocational Education, Fiscal Year Ended June 30, 1946. Homemaking Education in Secondary Schools of the United States. Practical Nursing, Misc. No. 8. Suggestions Relating to the Preparation of Instructional Material for Supple¬ mentary Training of Apprentices. Miscellaneous Annual Report of the Federal Security Agency — Section Two, U. S. Office of Education, 1946. Expenditures per Pupil in City Schools, 194445. Fellowship Program for Teachers From the Other American Republics. Radio Script Catalog. Periodicals School Life (10 issues — October 1946-July 1947, inclusive). Higher Education (18 issues — September 2, 1946-May 15, 1947, inclusive). Reprints School Life: Financing the Public Schools of Kentucky. June 1946. The Far East — Selected References for Teachers. July 1946. The Case of Science in the Elementary Schools. July 1946. Elementary Science Objectives. October 1946. U. S. OFFICE OF EDUCATION 221 Techniques in Teaching Current Affairs. November 1946. Acts of the 79th Cong., 2d sess., Relating to Education. December 1946. Iran: Selected References. December 1946. Elementary Science Series. Four articles, July 1946, October 1946, January 1947, April 1947. Health Education for the Elementary School. Four articles, November 1946, January 1947, February 1947, March 1947. Statistics on Pupil Transportation. May 1947. Summer Study Programs in International Relations. May 1947. Higher Education : School Organization in Latin America. January 1, 1947. Evaluation of Foreign Student Credentials by U. S. Office of Education. May 1, 1947. American Education Illustrated An outstanding production of the Service during the year was a 15-panel exhibit titled Education in the United States prepared at the request of the Department of State for display at the first general conference of the United Nations Educational, Scientific, and Cul¬ tural Organization held in Paris, France, November 19-December 10. This demountable-panel exhibit, in color and photograph, and with captions in both English and French, dramatized American education goals, scope, opportunities, and organization for the representatives attending the conference from all nations of the world. As a traveling exhibit following the conference, this graphic display carried the story of American education to peoples of many French provinces. Another UNESCO exhibit prepared by the Service stressed the theme of relief and rehabilitation through education. This display showed pictorially and graphically how American education has cooperated with non-Government agencies during the postwar period in helping attack such problems as housing, health, hunger, and illiteracy throughout the world. Graphic work included the completion of 90 lay-outs, with special illustrations or format for Office publications ; 27 exhibits or posters ; 83 charts and maps; the filling of 53 requests for 842 educational photographs; and 117 miscellaneous jobs. Office of Education Library New Demands for Service Postwar developments in education both in this country and abroad have patterned the types of service rendered by the Office of Educa¬ tion Library during the past year. Requests and provided service reflected the renewed national interest in education, the school crisis, veterans’ education, Federal aid legislation, universal military train¬ ing, UNESCO, and reestablishment of libraries abroad. 222 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1947 More than 65,000 books were used in the Library reading room by 8,100 readers during the year, an increase from 25,000 books used during the 1946 fiscal year. Approximately 5,700 books were cir¬ culated outside the Library, many through the 2,600 interlibrary loans recorded. Mail and telephone reference calls went over the 12,000 mark during the year. Added to the Office of Education Library collection were 11,000 books and 10,000 single issues of educational periodicals. Many book publishers and the Library of Congress co¬ operated in supplying 700 textbooks to keep current the Library’s collection of elementary and secondary school textbooks. To Other Countries Through the Department of State many new catalogs of institutions of higher education in other countries were acquired for reference use in this country, and American college and university catalogs, col¬ lected by the Library specifically for the purpose, were made avail¬ able for use in United States embassies, United States information offices, and other Department of State centers throughout the world. Also on the international service level, the Library cooperated with the Library of Congress in compiling a suggested purchase list of books in secondary education for the Biblioteca Central of the Consejo Nacional de Ensenanza Secundaria y Preparatoria, Montevideo, Uru¬ guay. Another list, prepared for Chinese universities, was reviewed at the request of the American Library Association. Providing services and facilities during the year chiefly to the Office of Education staff to further research programs, the Library also gave assistance to colleges and universities, learned societies, educa¬ tors, students, and others. Also sharing in Library service were other departments of Government, the Congress, business and professional organizations, other libraries, and the general public. Theses and Courses of Study The Library’s loan collection of theses received from colleges and universities throughout the United States was increased by 202. This collection now includes 6,996 theses from 78 institutions of higher learning. Approximately 500 courses of study from State, city, and county boards of education were received and are available for refer¬ ence in the Library. During the year, 7,209 volumes were classified by the Library, and 25,000 cards were prepared and filed in the card catalog. More efficient methods put into effect helped to expedite the cataloging of acquisitions. The medium of School Life was used to announce new accessions, chiefly theses, new books and pamphlets, and courses of study. U. S. OFFICE OF EDUCATION 223 Administrative Management and Services Major Emphasis Among many activities of this section during the year, all dealing with budget preparation and planning, fiscal services, personnel, and mails and files, several of the more important ones may be mentioned. These touch on plans made and steps taken to recruit professional staff members for the Office of Education, further development of plans and projects for programing work of the respective divisions and services of the Office and reporting on such work periodically, and efforts to bring the entire personnel of the Office of Education together in the Federal Security Building, headquarters of the Federal Security Agency. Cooperating with Commission Early in the year an Expert Examining Committee was established within the Office of Education to aid the Office personnel section in developing qualification standards and in locating and employing top¬ flight specialists for service to American education. Cooperating with the Civil Service Commission, this committee initially prepared an announcement for educational specialists in grades P-6 through P-8, which the Commission issued on January 14, 1947. Nation-wide re¬ sponse to this circular by qualified educators enabled the Civil Service Commission to establish registers from which 20 staff positions have been filled on a permanent basis, and selections made for the filling of additional positions. These new appointments are in line with the plan “to improve the services of the United States Office of Education” through a strengthened professional staff. Also, in accordance with the organizational plan established for the Office, this section, during 1947, effected the classification of all new positions previously approved under the Office budget. Restatement of duties for many formerly established positions was made to bring such positions in line with the organizational plan. Programing New-type programing of Office of Education work wdiich began last fiscal year was further developed during this fiscal year. Procedures were revised and refined to insure more comprehensive description of projects planned, the objectives, significance of problems involved, and plan of work. This kind of reporting at regular intervals will pro¬ vide the Commissioner of Education with necessary data to coordinate work projects within the Office and to improve Office administration generally. Staff conferences held during the year helped to establish Office-wide goals, and clarified the purpose of adequate and uniform programing and periodic reporting. 224 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1947 Moving Negotiations were begun during the year to consolidate all Office of Education offices in the Federal Security Building. For many years, and especially during the war, these offices have had several different locations. About half of the Office staff already has been moved to the Federal Security Building. Bringing all Office of Edu¬ cation personnel together in one building, which is also the head¬ quarters of the Federal Security Agency, is expected to improve working relationships and Office efficiency. Other Activities Student war loan activities were transferred to this section during the past fiscal year. Budgets and reports were developed for Surplus Property Utilization, the Veterans’ Educational Facilities Program, and the International Exchange of Persons Program. Liquidation of war activities involved the disposition of surplus property and equip¬ ment and a complete revision of property control records. The staff participated in the development of procedures to effect better systems of handling correspondence and mail distribution, and for destruction or other disposition of Office records. Advisory service to the Commis¬ sioner and to all Division directors on administrative problems was rendered as usual throughout the year. INTERNATIONAL EDUCATIONAL RELATIONS THE EVER-GROWING INTEREST in international affairs has been reflected in the educational world. The Division of International Educational Relations during the 1947 fiscal year has been called upon for many types of assistance. It has been in a position to coop¬ erate with governmental agencies, educational institutions, educators, students, and others who are interested in education from every State of the Union and our outlying parts. The Division has also worked with the governments, educational institutions and associations, educa¬ tors, and students of many other countries. Evaluation of Academic Credentials One of the major problems which confronted all of United States education at the college and university level was the heavy influx of foreign students. The growing number of students from other coun¬ tries who wish to study in this country is indicated by the increase in requests made to the Division for an estimate of the foreign student’s academic background and attainment so that appropriate placement could be made. Approximately 300 educational institutions in the United States requested the Division to evaluate more than 2,600 foreign academic transcripts, which represented an increase of more than 800 over the previous year. The evaluation of these records involved translations into English from 26 different languages. Exchange of Students and Teachers Another large and significant portion of the work of the Division was the exchange programs. More than 225 foreign academic per¬ sonnel were the direct responsibility of the Division; and these pro¬ fessors, teachers, and students were assigned to colleges, universities, elementary and secondary schools in nearly every State in the country. The visiting educators and students participated in the following programs: Buenos Aires Convention for the Promotion of Inter- American Cultural Relations, Teacher Trainees from the other American Republics, Travel and Maintenance Grants to United States students for study in Latin America, Visiting Teachers of English from the other American Republics, Spanish Language Seminar for United States Teachers of Spanish, Interchange of Teachers between the United Kingdom and the United States, and the Interchange of Teachers between Canada and the United States. 225 226 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 19 47 Exchanges With American Republics Under the provisions of the Buenos Aires Convention, 30 graduate students from 14 American Republics came to the United States. The Division assisted in the selection of these students; assisted them in finding suitable housing accommodations ; arranged for their orienta¬ tion, placement, and registration in 26 colleges and universities. For¬ eign advisers in the universities were informed of the special needs of each student. During the year the Division arranged for the payment of each student’s tuition and monthly maintenance allowance; fol¬ lowed his progress through reports from the supervising professor; provided continuous counsel and guidance for him; and, in general, aided him in making the necessary social adjustment to a new environment. In cooperation with the Department of State, the Division processed the applications and helped select the 13 United States graduate stu¬ dents and 5 alternates who received travel and maintenance grants for study and research in the other American Republics. These stu¬ dents came from eight different States and represented the fields of history, music, art, Spanish-American literature, Spanish, political science, economics, geography, and international relations. The grants are for a period of 6 months to a year and, in some cases, may be renewed. In August 1944, a program in teacher education was established in cooperation with the Interdepartmental Committee of the Depart¬ ment of State. This program granted 6-month fellowships to a small number of teachers from the other American Republics for specialized training in the United States. Phases of education in which the need was critical were given priority. Under that program during the 1947 fiscal year, six teachers came to this country from the following republics: Cuba, 1; Panama, 1; Paraguay, 1; Colombia, 2; Peru, 1. The Division with the cooperation of specialists in the other divisions of the Office coordinated the itineraries and programs for these teach¬ ers. Reports of their activities have been received for the purpose of evaluation and future publication. Another program in teacher education brought 23 teachers of Eng¬ lish from 12 of the other American Republics to the United States for a 3-month scholarship for intensive training in methods of teaching English as a second language. The Division arranged with the Uni¬ versity of Pennsylvania and Indiana University to receive these teach¬ ers in two groups for work in a 6-week course in linguistics, phonetics, and various methods of teaching the language. After 6 weeks at the universities the teachers were sent to high schools and colleges in other sections of the country for a month’s stay. There they assisted our U. S. OFFICE OF EDUCATION 227 teachers of Spanish, Portuguese, or French, and observed classes in English and other subjects of interest to them. The teachers visited New York and Washington, D. C., before their return to their homes. The enthusiastic reports from the universities and the schools which the teachers later visited indicate the value of the program. One of the teachers from Panama spoke 52 times in Philadelphia to a total of approximately 10,000 students. The counterpart of the above program is that of the Spanish Lan¬ guage Seminar for United States teachers of Spanish. This program, in its fourth year, is conducted in cooperation with the National Uni¬ versity of Mexico. The aim is to reduce the language barrier and im¬ prove the pronunciation and fluency of our teachers of Spanish. Eighty-five teachers representing 30 States and the District of Colum¬ bia attended the Seminar in Mexico City from July 1 to August 15. Interchange of Teachers with Great Britain This completes the first year of the interchange of teachers between the United States and Great Britain. Thirty States participated in the program, and 74 British teachers were exchanged on both the ele¬ mentary and secondary levels with 74 teachers from the United States. For the coming year, plans were completed for the exchange of ap¬ proximately 125 teachers from the United States with an equal num¬ ber from Great Britain. The Division also provided assistance to United States teachers in securing teaching positions in other areas of the world. From a roster of available personnel which it maintains, panels of qualified teachers and professors were submitted upon request tp the Inter- American Schools Services of the American Council on Education, the Depart¬ ment of State, the War Department, and other public and private agencies for possible assignments in foreign countries. Preparation and Exchange of Information on Education During the year the Division received hundreds of requests for in¬ formation on education in other countries of the world, and from abroad came inquiries for information about education in the United States. In both instances, these requests came from Government agen¬ cies, educational institutions, and individuals, and covered a wide range of information. From the United States came requests for gen¬ eral information on education in other countries, as well as on specific topics such as the curriculum in certain fields of study in various for¬ eign universities, physical education, organization of literacy cam¬ paigns, teacher training, and opportunities for GI study abroad. 228 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1947 Preparation and Exchange of Materials for Use in Schools To meet the needs for teaching aids and materials in the schools of the United States at all levels, the Division continued its loan-packet service, which consists of furnishing 20 different packets on various Inter-American topics. Packets were sent to approximately 2,000 schools and colleges on a 3-week loan arrangement and by giving the borrower an opportunity to examine the material, facilitated the selec¬ tion ,of material suitable to his particular needs. The Materials Unit also has available for loan 1,500 kodachrome slides on life in the other American Republics, together with teachers’ notes giving information about each slide. Through the loan-packets and the slides, the Division has received an average of 700 requests each month for additional information and material. In addition to the loan packets more than 3,000 packets of free materials, such as maps, charts, pamphlets, and brochures were sent to teachers throughout the country. There was also a noticeable increase in the number of per¬ sons active in community affairs who made use of this service during the year. Several business firms which were carrying out some type of activity on international affairs also called on the Division for pro¬ gram suggestions and background information. Another phase of the work in the exchange of materials was the Pen Pals — the correspondence initiated between young people of foreign countries and those of the United States. The bulk of foreign letters received during the year was from Germany, although there also were letters from Austria, England, France, Latin America, Australia, and other regions. Approximately 30,000 letters were received from students of all ages, from primary students to university graduates, as well as a small number from business and professional people. The Division made direct arrangements through which 21,722 of these let¬ ters from abroad were answered by school children and university students. Education Studies and Publications The Division of International Educational Relations has continued the preparation of basic studies on education in Central and South American countries begun in 1943 under the sponsorship of the Inter¬ departmental Committee on Cultural and Scientific Cooperation of the Department of State. During the year reports on education in Colom¬ bia, Costa Rica, and Peru were published ; reports on five countries — Dominican Republic, Ecuador, El Salvador, Guatemala, and Nicara¬ gua — were sent to press ; the manuscripts of three others — Haiti, Pan¬ ama, and Venezuela — were completed; and the field study of Educa¬ tion in Bolivia has been completed and the report is being prepared. U. S. OFFICE OF EDUCATION 229 Members of the Division staff prepared 27 articles for publication on various phases of international education. These appeared in School Life, Higher Education, The NEA Journal , Association of Second¬ ary School Principals’ Bulletin , The Elementary School J ournal , Phi Delta Kappan. A number of these articles were republished in other publications, such as the Department of State Official Record, and in the Spanish and Portuguese Bulletins of the Pan American Union. Staff members were repeatedly called upon to fill speaking engage¬ ments and act as discussion leaders before educational conferences, civic organizations, elementary and secondary schools, colleges and univer¬ sities, church groups, libraries, and parent-teacher associations. More than 50 such engagements were filled. Foreign Visitors The gradual resumption of international travel brought more than 500 visitors from foreign countries to the Division during the year. These included members of Ministries of Education, school officials, members of diplomatic missions and government agencies, and teach¬ ers and students. The staff of the Division helped them obtain infor¬ mation about our schools and school systems ; made appointments for them with other agencies of the Government and private organiza¬ tions ; assisted them in making itineraries to include specific types of institutions and study centers ; directed them to sources of material and equipment for schools ; and helped them with personal problems. AUXILIARY SERVICES Service to Libraries Section THE ADEQUACY OF LIBRARIES is frequently taken for granted, and at other times the significance of libraries for good citi¬ zenship and intelligent thinking is overlooked. Partly as a result of these attitudes, library services and facilities still fall far short of ful¬ filling their functions in the educational program of the Nation. It is nearly 100 years since Edward Everett hailed the founding of the first large public library in Boston as a landmark in completing our public educational system. Nevertheless, 23,000,000 persons are being served today by public libraries with an annual operating income of only 25 cents per capita, and another 35,000,000 persons have no public library service. Furthermore, it is probably a conservative estimate to state that 60 percent of the public schools have either inadequate li¬ brary facilities or none at all. Surveys show likewise that many insti¬ tutions of higher education do not have adequate library facilities to support their instructional programs. Two major problems emerge: One, the improvement of existing libraries so that they will be able to perform their proper role in the educational program of the States; and the other, the extension of library services to regions and communities now without these essen¬ tial educational facilities. Improvement and extension of library facilities, whether they be school, college, or public libraries, involves among other things: (1) Accurate data on the current status of libraries; (2J~ reasonable stand¬ ards of service; (3) increased competence of library workers; (4) successful recruiting of new personnel; (5) efficient library quarters and equipment ; (6) adequate financial support ; and (7) an awareness on the part of policy-making bodies, administrators, and citizens, of the value of libraries. During the fiscal year 1947, the Service to Libraries Section directed its attention in varying degrees to the preceding major problems. In the matter of making available basic data on libraries, the Section tabulated and interpreted statistics from some 6,000 public library systems covering the fiscal year 1945. Preliminary circulars issued for the various size-groups of libraries were used by governing bodies and administrators of libraries and by national planning committees. Certain summary data were -called for by the Senate Subcommittee 230 U. S. OFFICE OF EDUCATION 231 on Education of the Committee on Labor and Public Welfare at the hearings on the Public Library Demonstration bill (S. 48). With a view to assuring the economical collection of the most urgently needed data for other types of libraries, staff members maintained contacts with school library supervisors, college librarians, professional associa¬ tions, and State library agencies. The Section rendered assistance in the establishment of library standards. The specialist for school and children’s library work served as consultant to the South Carolina Education Association in its program of setting up school library supervision in the State Department of Education, a program which has already become effec¬ tive. This same specialist also aided the committee of the American Library Association’s Young People’s Reading Round Table which was concerned with formulating standards for youth service in public libraries. In addition, special summaries of data were supplied to American Library Association’s Committee on Postwar Planning for its consideration of standards. A staff member participated on a com¬ mittee of the Association of College and Reference Libraries which is revising the standards for the classification and pay plans of the libraries of the institutions of higher education. The Service to Libraries Section contributed directly to the in- service training of library personnel. At the meeting of the South¬ eastern Library Association in October.1946 and at the Library Leader¬ ship Conference held at Tallahassee, Fla., in March 1947, the specialist for school and children’s library work participated in the planning and conduct of programs to develop procedures for the in-service training of personnel and to orient persons responsible for developing library programs. This service resulted in a publication and in a series of workshops conducted in the Southeastern States during the summer of 1947. Perhaps of equal importance with in-service training of library personnel is the problem of recruiting for the profession. Two specific activities should be noted in this connection. Consultative service was rendered on the problem of recruitment at the Library Leadership Conference in Florida, and assistance was given also to the Activities Committee of the Special Libraries Association, Washington Chapter, in its formulation of a program to recruit potential special librarians. In the area of advice on efficient library quarters and equipment, the specialist for college libraries advised a representative of the American Institute of Architects in preparing Building Type Refer¬ ence Guide for the July 1947 Bulletin of the Institute. This guide sets forth fundamental principles in planning library buildings. The specialist for school libraries likewise rendered assistance to the Na¬ tional Council on Schoolhouse Construction on the school library section of its Guide for Planning School Plants. 232 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 194 7 In the matter of securing adequate financial support for libraries, the activity of the section took the form of compiling and publishing special tables which showed the present woeful lack of operating funds for public library services. It also supplied to library administra¬ tors comparative circulation, personnel, and financial data for use in preparing budget requests. With the object of making policy-forming bodies, administrators, and others aware of the essentiality of adequate library service, mem¬ bers of the section prepared various articles and columns. In each issue of School Life, the section was responsible for the column, “Li¬ brary Services,” which reported the significant progress and activi¬ ties of libraries. The specialist for school libraries prepared the library chapter, Children’s Literature Adapted to World Good Will in Strengthening World Organization Through Elementary Educa¬ tion , a publication resulting from a workshop held at Syracuse Uni¬ versity for elementary school principals. Another staff member con¬ tributed an article, Development of Adequate Library Resources in Rural Communities. In order that the section might be fully aware of the needs of the field, the Commissioner invited a group of laymen and librarians to Washington in June 1947 to consider problems of library development and to make recommendations for long-term planning. Since library problems in this country were so numerous, a rela¬ tively small share of the section’s time was given to those abroad. The section did help the Department of State on library school curric¬ ula for foreign countries, on foreign exchange students, and other matters. Several staff members participated in the Assembly of the Librarians of the Americas at the Library of Congress, and one spe¬ cialist assisted in the preparation of the UNESCO book exhibit sent to Paris. Educational Uses of Radio Services to the General Field of Education By Radio The Radio Section serves as a “clearing house” for news of develop¬ ments involving the production, use, and evaluation of educationally useful radio broadcasts and program recordings, and for information concerning important events and trends in the field of education by radio. Such information is distributed through the media of the Fed¬ eral Radio Education Committee’s Free Service Bulletin , a variety of FREC informational booklets, the regular publications of the United States Office of Education, personal contacts with leaders in this field, and through day-by-day correspondence. Members of the Radio Section’s professional staff work closely with the several professional organizations in the field of education by U. S. OFFICE OF EDUCATION 233 radio, either as members, or in the capacity of consultants, and serve as speakers at various local, regional, and national meetings of pro¬ fessional and service organizations concerned with the use of radio in education. Participation, by the Radio Section, in the basic program of the Federal Radio Education Committee is directed toward keeping com¬ mercial broadcasters and school people each continuously informed of the needs, interests, and purposes of the other. F or the same reasons, close liaison relationships are maintained with the Federal Communi¬ cations Commission and other Federal agencies and departments con¬ cerned with the production or use of educational broadcasts; with trade associations of broadcasters and radio-equipment manufacturers ; and with the major educational, civic, cultural, and religious groups and organizations interested in education by radio. Finally, the Radio Section assists various educational institutions in the planning and development of in-service training programs to pre¬ pare teachers to use radio effectively, and, each year, it publishes a Directory of College Courses in Radio for distribution, on request, as a guide to school people interested in specializing in this field. Services Involving the Use of Educational Radio Programs and Recordings Each month of the school year, the Radio Section prepares, for pub¬ lication in the Scholastic Teacher magazine, a classified list of network radio programs selected by a special FREC Program-Evaluation Committee as suitable for classroom and recommended home listening by students. Informational materials are prepared, from time to time, for distribution in response to requests from teachers and supervisors concerning the use of radio and educational program recordings. In addition, recommendations as to teaching methods to be used in special situations are provided to individual school people b;y correspondence. Services Involving Educational-Program Availabilities and Production Best known of the Radio Section’s services in this category include operation of its FREC Educational Program Script and Transcrip¬ tion Exchange, publication of periodically revised catalogs listing pro¬ grams available in script and transcription form from the Exchange, and announcing, in the FREC Service Bulletin , scripts and tran¬ scriptions available to schools from other sources. In addition, the Radio Section prepares various informational aids to educational program production, for distribution, on request, to local schools and college program-producing groups; and, from time to time, members of its professional staff are asked to consult with educational program directors of networks and commercial radio stations concerning the kinds of programs likely to be most immediately helpful to schools. 234 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 194 7 Table 4. — Services provided by the Educational Uses of Radio Section, fiscal year 1946-47 Materials or services provided on request 1946-47 1945-46 Grand total to date » 2 3 4 Supplemental (Informational) Materials: Radio program production aids _ Radio bibliography _ _ _ _ ... 1,484 1,945 1,016 139 300 500 2, 880 500 4, 350 24, 000 1,750 6,706 1, 175 3, 096 1, 850 134 5, 027 2, 000 1,640 351 2, 659 12, 606 6, 975 6, 557 8, 302 2, 500 5.079 851 4, 350 24, 000 1, 750 6, 706 Directory of College courses in radio. _ _ _ Technical publications (loan circulation) _ FM for Education (Misc. No. 7) _ Standards for college courses in radio _ _ Information bulletins on State-wide coordination of educa¬ tional FM station planning.. _ ... . _ Information bulletins on educational station planning _ _ Sound systems (Joint Committee’s First Report) : Mailings in response to requests _ _ General mailing by FSA _ _ _ _ Teaching with radio programs and transcriptions _ All other free publications _ Total _ _ _ 45, 570 15, 273 82, 335 Catalogs: Fifth edition script catalog.. _ _ _ 2, 926 3,203 2, 926 3, 203 38, 238 Transcription catalog .. . _ _ .. .. Previous catalog editions _ _ 2, 551 Total _ _ _ _ _ 6, 129 2,551 44, 367 Miscellaneous: Transcription circulation (program loans) _ _ Script circulation (program loans) _ _ FREC Service Bulletin (total copies). _ _ _ FREC program-listing service ( Scholastic Teacher ) _ .. Requests filled for technical advice, etc _ _ States given requested FM system planning assistance _ Individual requests for one or more services . . _ _ _ Separate pieces of outgoing mail (exclusive of sound system booklets mailed by FSA) 3, 482 9, 265 50, 000 50, 000 525 12 21, 001 47, 553 2, 481 6, 329 49, 166 9, 300 502 10 16, 438 37, 815 16, 542 361, b51 439, 666 69, 198 2, 416 124, 240 Services Involving Administrative Planning for the Use of Radio Each year, the Radio Section receives a great many requests from school administrators, supervisors, and local directors of education by radio for advice and recommendations involving administrative prob¬ lems ranging all the way from that of fitting the use of radio broad¬ casts and recordings into the local school curriculum, to that of plan¬ ning the development of a local educational FM broadcast station and deciding what its services should be. Now, due to the steadily mounting interest in developing school- owned FM broadcast stations, the Radio Section receives an increas¬ ingly heavy demand for consultation service to State departments of education and to State- wide educational FM-station planning-coordi¬ nation committees. Services Involving Design , Selection, and Use of School Audio Facilities Requests for assistance and advice related to the selection of audio equipment items needed for specialized educational applications are increasing in volume each year. Some of these can be handled through routine correspondence. Others require suggestions of special arrange¬ ments and modifications to meet conditions of use peculiar to individ- U. S. OFFICE OF EDUCATION 235 ual schools, or even the re-design of standard equipment items. Manu¬ facturers, too, are asking increasingly for assistance involving such things as suggestions for the development of new audio-equipment items for schools, and the improvement of existing items. In addi¬ tion, the work of the USOE-RMA Joint Committee on Standards for School Audio Equipment , now in its third year, is continuing at an accelerating pace, with a second major report, Recorders and Recorded Program Players for Schools , now being printed for distribution in early October of 1947, and two new studies in progress. Visual Education Section The fiscal year 1947 marks the first full year of operation of the Visual Education Section on a permanent peacetime basis. The estab¬ lishment of this section is in keeping with the early and continuing interest of the Office of Education in the newer tools of instruction. More than 15 years ago, the Office of Education pioneered in educa¬ tional radio; later a specialist in Radio and Visual Education was added to the staff and a national survey was undertaken in coopera¬ tion with the American Council on Education. As a result of this survey, several publications were issued on the location of visual aids equipment, the utilization practices of schools, and the sources of teacher education in the field of visual education. For a time also the United States Film Service came under the administration of the Office of Education. As a part of the war -training program, the Office of Education established the Division of Visual Aids for War Training, the primary responsibility of which was the production of visual aids to expedite the training of war production workers. The establishment of the present Visual Education Section as the immediate successor to the Division of Visual Aids for War Training is, therefore, a logical manifestation of the interest the Office of Edu¬ cation has long had in the application of visual aids to education. Visual aids in general may be defined as those instructional tools that combine instructional content and method and which present their content primarily through pictorial representations which may or may not use spoken or printed words. These include the sound and silent motion pictures, the sound and silent filmstrip, slides, charts, posters, and diagrams. Some authorities in the field would also in¬ clude in this definition such things as excursions, school journeys, mockups, working models, and the like. Visual aids taken as a whole offer a new medium of communication comparable in scope and content with the more traditional verbal lan¬ guage communication. This new medium of communication enables the educator to teach effectively content that heretofore was either 236 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1947 impossible or difficult to teach, and it enables the student to receive communication with a minimum of preparation. The application of these aids to classroom instruction is generally called “visual education.” Visual education includes all the prob¬ lems involved in applying pictorial representation of content to in¬ struction and more specifically includes the production, distribution, evaluation, administration, and utilization of motion pictures, film¬ strips, slides, charts, posters, still photographs, and the like on all grade levels and in all subject-matter areas. Visual aids when considered in relation to education pose many problems. These problems derive from (1) the newness and general lack of understanding of pictorial forms of communication; (2) the unique requirements of visual education in terms of buildings, equip¬ ment, personnel; (3) the complexity of the application of visual edu¬ cation to all the phases of educational work; and (4) the nature of the medium itself. The long-range objectives of the Visual Education Section, in keep¬ ing with the functions and policies of the Office of Education are : 1. To promote the development of a body of research, statistics, and infor¬ mation that will indicate sound and effective lines of development. 2. To promote the study of the most effective principles of utilization and assist in the establishment of training courses in these principles for teachers and instructors. 3. To promote establishment of principles of production that make for more effective and efficient materials of visual education. 4. To seek the establishment of sound and effective procedures for the selection and training of the personnel who will serve as leaders in the field. 5. To promote the study and the formulation of principles regarding the most effective role of distribution of visual materials. 6. To provide the basic clearing house for educational institutions to secure information relative to all phases of visual education. 7. To provide the consultation, assistance, and guidance necessary to edu¬ cation to secure the optimum benefits through the use of visual aids. These are long-range objectives. The immediate work of the sec¬ tion is dictated by the requests for information, guidance, and assist¬ ance that come from educational institutions and other organizations directly concerned. During the fiscal year 1947, the following repre¬ sent the major accomplishments of the Visual Education Section: Distribution of Films The Visual Education Section continued the distribution of the visual aids produced by the Division of Visual Aids for War Training during the war period. Most of these films are directly applicable to the peacetime problems of vocational training and the demand •for them continues without lessening. The appropriation act which U. S. OFFICE OF EDUCATION 237 authorized the production of these visual aids provided that the prints should be sold at a price sufficient to return the cost of pro¬ duction. The following table shows the sales and the returns to the Government during the fiscal year 1946-47 : Table 5. — Sales of OE films for the fiscal year 1946-47 Number of— Money received Date Motion pictures Filmstrips 1 2 3 4 Julv_, . me 337 396 $1, 799. 15 6, 680. 30 3, 700. 40 3, 423. 50 3, 795. 05 963. 20 August _ _ 1, 119 703 September . . . 615 469 October, ._ _ _ 540 910 November _ 673 748 December, 161 107 January., _ , 1947 1,113 823 1,112 1, 646 820 6, 788. 95 5, 308. 35 3, 438. 00 2, 762. 90 3, 994. 60 4, 592. 60 February . . . . . March _ _ _ . 548 April... . . . . . 427 879 May . . . . . 635 981 751 June . . . 753 Total,. . . 7,744 9, 522 47, 247. 00 The total sales to schools, industrial organizations, and foreign gov¬ ernments of the production program are given in the following table : Table 6. — A summary of the sales during previous years Fiscal year Number of prints sold Sums re¬ turned to the Treasury Motion pictures Filmstrips 1 2 3 4 1941-42-43 . . . . . . . . 28, 112 3, 038 7, 542 6, 990 7, 744 0 1,250 5, 907 7, 662 9, 522 0 $12, 951. 75 52,380.15 42, 420. 50 47, 247. 00 1944 _ _ _ _ _ _ _ _ _ 1945 . . . . . . . . . . 1946 . . . . . . 1947 . . . . . Total _ _ _ _ _ _ 53, 426 24, 341 154, 999. 40 All of these films are distributed through a commercial distributor awarded a distribution contract through Procurement Division of the Treasury Department on the basis of providing the greatest service to the schools at the lowest cost to the Government and to the schools. The Visual Education Section has made available to the schools of this country, in addition to the visual aids produced by the Office of Education, approximately 713 sound motion pictures and 544 film¬ strips produced by other governmental agencies for their own imme- 238 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1947 diate use but which are, nevertheless, of interest to schools. Approxi¬ mately 5,000 such prints were purchased by the schools of the country during the past year. The distribution of films requires the preparation and publication of catalogs, and during the fiscal year 1947 approximately 75,000 cata¬ logs were mailed to schools and to groups interested in training. In addition there were approximately 110,000 mailings of specialized lists of titles specially selected for their application to specific courses of study. The demand from foreign governments and organizations for films is constantly increasing, and the task of securing the necessary certi¬ fication for import duty-free entry abroad has grown in size. During the year there were shipments of films to some 20 foreign nations. Inquiries During the year the staff handled a total of nearty 5,000 inquiries for information on the location of films, guidance in study in the field, location of institutions giving courses, guidance in developing teacher¬ training courses, suggestions on problems of school administration, and the like. Advisory and Consultative Service During the past year, representatives of the Visual Education Sec¬ tion served in an advisory and consultative capacity at audio-visual conferences, teachers’ meetings, and study groups sponsored by edu¬ cational institutions and professional organizations throughout the Nation. In addition, the chief of the section participated, as con¬ sultant and adviser, in several international conferences dealing with (1) the international exchange of educational film and audio-visual material on a duty-free basis, and (2) the role of educational visual materials in the development of international understanding. Summary The year 1947 was a year rich in development on both the national and international level, with a new awareness on the part of schools of the potentialities of audio-visual aids in education, and with a new understanding of the problems of the field of visual education. SCHOOL ADMINISTRATION OVER 31,000 MEN AND WOMEN are engaged in the administration of public-school education in this country. These administrators di¬ rect annually the expenditure of more than 3% billion dollars, the management of more than 8 billion dollars worth of school property, the employment of a million teachers and tens of thousands of other employees. Even more important, they are vitally concerned with the education of over 25 million boys and girls in an ever-expanding educa¬ tional program that reaches from the nursery school through college to adqlt education. The administration of perhaps no other enter¬ prise in America is so important to the progress and welfare of the citizens of this country. The problems of school administration have so multiplied in recent years as to tax the ingenuity of our most competent administrators. Since the war, educational programs required adjustment because of returning veterans and youthful war workers. Other problems faced the administrator: The development of nursery school programs; the broadening of adult education ; the redirection of vocational edu¬ cation ; and the reorganization of curricula to provide an education for youth suitable to the modern world which is rapidly changing as a result of new developments in such areas as air transportation, elec¬ tronics, radio, and atomic energy. Every phase of the changing edu¬ cational program presents a challenge to the administrator which must be met. No program of education can advance far beyond the vision or the resources of technical skill and knowledge which the responsible administrator has at his command. In an effort to improve the administration of education in the Nation, the Division of School Administration has made available, within its staff limitations, its resources of technical skill and knowledge to assist the States and in turn the localities with their administrative problems. The 1946-47 fiscal year was a busy one — 44 State legislatures were in session. Thousands of administration problems required solutions. A multitude of new educational laws were passed by the several State legislatures. The resources in the Division of School Administration which provided technical consultative services on school legislation, pupil transportation, business management, finance, State school or¬ ganization and administration, education of professional administra¬ tors, and school housing were taxed to the utmost, and the Division was able to meet only a small fraction of the requests from the field for greatly needed services. 239 240 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1947 Cooperative Working Relations with the Chief State School Officers The United States Office of Education for many years has maintained an official and direct relationship with each chief State school officer and with each State department of education. The cooperative spirit which has developed during this time provides mutual advantages and real benefits to education. Such a relationship enables the Office of Education to exercise national leadership in the coordination of the study and activities of State departments of education on problems of common concern. This relationship is important because of the unique position of the chief State school officer and the State department of education in our democratic system of education. The chief State school officer is the head of the public schools of the State, and with his staff is responsible for long-range planning and professional leadership on matters pertaining to education within the State. No other official agency is in the position to wield such influ¬ ence for the improvement and advancement of education. The growth of State educational leadership has been one of the most significant developments in the history of American education. Its continuous improvement constitutes one of the major objectives of the United States Office of Education. In addition to the regular relationships with the chief State school officers and State departments of education, the Division of School Administration has close working relationships with the National Council of Chief State School Officers, its executive committee and officers, and the Study Commission of the Council. All chief State school officers are members of the National Council of Chief State School Officers. Through this organization it is possible to bring to bear the coordinated and unified efforts of those individuals officially responsible for education in the several States. The execu¬ tive committee of the council meets several times each year and the council as a whole convenes once a year. The Director of the Division of School Administration serves as the liaison officer between the National Council and the Office of Education. During the year he met frequently with the officers and the executive committee and served as their consultant on plans and programs for the improvement of State systems of education and other problems of common interest. More intensive study of current educational problems of Nation¬ wide interest is carried on through the Study Commission of the Na¬ tional Council. This Commission is composed of a State department of education staff member from each State, who has been designated by his chief State school officer. Members of the Division staff act as consultants to the committees of the Study Commission as they work U. S. OFFICE OF EDUCATION 241 on individual studies. During 1947 the Study Commission and the Division of School Administration planned jointly two major proj¬ ects: (1) The organization, functions, and services of State depart¬ ments of education — a 3-year study; and (2) the reorganization of the entire record and reporting systems of schools involving the coordina¬ tion of the local, State, and Federal systems — a 5-year study. The program of research and study undertaken by the Commission during the year included the development of general policies and prin¬ ciples for (a) vocational education, (b) teacher education, ( c ) vet¬ erans’ education, ( d ) guidance, and (e) education of exceptional children. In the prosecution of these studies, staff members of various divisions of the Office of Education provided consultative service to the committees of the Study Commission. The completed reports were approved by the National Council of Chief State School Officers at its annual conference and were published in the April and May 1947 issues of School Life. Education of Children Living on Federal Reservations For many years the problem of the education of children living on Federal reservations and other Federally owned property has been left unanswered, with the result that thousands of school-age children were left to makeshift and inadequate educational arrangements. The number of such children increased rapidly during the war period because of the many acquisitions of land throughout the Nation by the Federal Government. Eleven Federal agencies with such proper¬ ties under their jurisdiction were vitally concerned with this situation. At the request of a number of these agencies, the Office of Education held a series of 9 work conferences over a period of 2 y2 months for the purpose of formulating a satisfactory plan for the education of such children. Proposals for the solution of this problem growing out of the conference studies were incorporated by Members of Congress in bills introduced in the first session of the 80th Congress. A comprehensive and detailed study of the entire problem of edu¬ cation of children on Federal reservations prepared by members of the staff of the Division of School Administration is contained in the document entitled Emergency Educational Aid for Government Reser¬ vations. Hearings Before the Committee on Education and Labor , House of Representatives , Eightieth Congress , First Session , May 19fT. State Department of Education Surveys At the request of the Chief State School Officer of Rhode Island, the staff of the Division (1) made an appraisal of the existing organization and functions of the State Department of Education of Rhode Island ; 242 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 194 7 and (2) outlined a program for the development and improvement of the services of the Department with a view to meeting long-term postwar educational needs of the State. The report, entitled “ Improv¬ ing Education in Rhode Island ,” was made to the Chief State School Officer in pursuance of the established policy of providing consultative service to the States. A request for a study of the organization and services of the State Department of Education was received from the Chief State School Officer of Missouri. This study was initiated during the latter part of J une 1947. School Housing Services It will require an estimated 6 to 8 billion dollars to provide urgently needed school plant facilities for the public elementary and secondary schools of this Nation. Because of manpower and material shortages during the war it was impossible to erect many new buildings and to properly maintain old ones. In consequence there is now a widespread demand for new facilities in areas of population growth, and for re¬ placement of old and obsolete structures. It seems probable that in the years immediately ahead new construction demands will exceed those of any other period in our history. Probably in no other areas in school expenditures will there be such great need for adequate pro¬ fessional, technical, administrative, and consultative services. Among the school housing services provided during the year were the following: 1. Assistance in the planning and preparation of a Guide for Planning School Plants, a publication of the National Council of Schoolhouse Construction. 2. Consultative services and assistance for 16 regional school housing con¬ ferences at which more than 5,100 officials of State and local school systems and colleges and universities participated. These conferences were devoted to school plant planning programs, surveys, plant in¬ surance, custodial services, standards, heating and ventilating, light¬ ing, and other school housing problems significant to the particular region. 3. Consultative services and assistance in the preparation of a Guide for Planning Facilities for Athletics, Recreation, Physical and Health Education. 4. Participation in plant planning conferences for urban colleges and univer¬ sities. 5. Development of school plant planning programs with public-school busi¬ ness officials, the National Council of Schoolhouse Construction, and the American Association of School Administrators. 6. Completion of a study and the preparation of three articles upon School Plant Safety. 7. Completion of a study and the preparation of a bulletin on Fire Exit Drills. U. S. OFFICE OF EDUCATION 243 8. Preparation of a bibliography on school plants. 9. Completion of a study on school maintenance. 10. Consultative services to State and local school officials on plant planning and on the types of services and materials available. The School Housing Section maintains close liaison with various specialists and associations such as : American Institute of Architects ; National Fire Protection Association ; National Board of Fire Underwriters ; illumi¬ nating, heating and ventilating, and acoustical engineers; sanitary and plumbing specialists ; and material and equipment supply dealers ; and advises them of the types of materials and services needed for school plants. At the request of the War Department, a member of the staff spent 10 weeks in Germany and Austria making a survey of the school-plant situation in these two countries. The report of this survey was used as one of the factors in determining educational programs in these occupied countries. The program of services provided by the School Housing Section is geared to assist States in the development of State-wide school-plant programs ; in the improvement in the selection of school sites ; in the development of State and local standards for educational buildings and equipment and sound methods of financing new construction ; and in the development of State and local maintenance, rehabilitation, safety, and operating programs. School Finance Services During recent years State school systems have been faced with great complexities not previously met in financing public schools. In the days when school programs were limited to short terms and a few sub¬ jects, and were designed for only a small number of children, problems of State school finance were relatively simple. Since that time, how¬ ever, schools have been progressively expanded to meet the needs of all children and youth. The services they render are now a major function of government in every State, and funds for education con¬ stitute a major part of the State’s revenues. In the wake of the war the problems of State school finance have been magnified and have become more difficult because of such complicating factors as the de¬ crease in the value of the dollar; the larger share of the tax dollar which is taken by the Federal Government to pay for the costs of the war; extended and broader educational programs that must be car¬ ried on by the States; and increased enrollments. The problems of school finance are thus major and acute in every State in the Nation. The need for greater participation by the State in financing local pro¬ grams must be recognized. An awareness of this need resulted in the study by the Specialist in School Finance entitled, “The Essential Features of a State Plan for 244 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1947 Financing /Schools .” In addition to preparing this bulletin, progress was made in the project involving the description of the systems of school finance prevailing in the 48 States. Studies of 6 individual States were completed during the year. A bibliography on State School Finance which is an important tool for those concerned with the reorganization of State school finance programs was undertaken and partially completed. The urgent need to modify and to reorganize their fiscal systems for education brought many requests to the Division of Administration for consultative service from individual States. As a consequence much time of the Specialist in School Finance was devoted to this important service. Pupil Transportation Services The safe and efficient transportation of 5 million school children in¬ volves the expenditure of more than 130 million dollars annually and constitutes a problem of the top rank in school administration. More¬ over, in the years ahead all evidence points to a sharp increase in the number of pupils to be transported and in the amount of funds neces¬ sary to provide for this service. Because of the relatively recent growth of pupil transportation services there are many parts of the Nation in which school adminis¬ trators have not been able to plan adequately for them. It is vitally important that planning be done to increase the safety of the pupils being transported and to decrease transportation costs. The Specialist in Pupil Transportation had as his objective the promotion, improvement, and development of sound State programs for the organization and supervision of pupil transportation; and during the year he has sought to collect and disseminate information and to provide consultative service which would assist States in the attainment of these ends. During the fiscal year 1946-47 some of the major activities and projects in this field included : 1. Completion of a study and the preparation of a bulletin on School Bus Maintenance. 2. Completion of the surveys of pupil transportation in two counties in Florida, for the purpose of developing guides in survey techniques for use of State departments of education. 3. Completion and publication of the statistical study of pupil transportation in wartime from the records of the Office of Defense Transportation. 4. Consultative services for conferences of 11 Midwestern States studying special problems in the field of transportation. 5. Initiation and the planning of a project for the development of adequate records and reports on pupil transportation. U. S. OFFICE OF EDUCATION 245 6. Improvement of materials in the Office of Education loan packets on pupil transportation. These materials which contain the information on best practices in the several States were made available to 46 State officials concerned with the administration of pupil transportation. 7. Participation in 2 State department of education work shops on pupil transportation. 8. Cooperation with the Research Division of the National Education Asso¬ ciation in the preparation for publication of a bulletin on Insurance in Pupil Transportation. School Legislation Services The Specialist in School Legislation provided consultative service on many phases of school legislation to Federal, State, and local school officials, and to lay organizations and interested groups. He partici¬ pated in many inter-Departmental conferences where legislative mat¬ ters affecting education were under consideration. One such series of conferences was called by a committee of the Department of Justice to consider the development of model State legislation to facilitate the administration of the Federal lunch program in schools. The spe¬ cialist also attended the annual meeting of the Legislative Committee of the Council of State Governments in Chicago for this same purpose. Another series of conferences was held to consider the problems of adequate educational facilities for children on Federal reservations and to formulate appropriate policies with respect to the education of such children. The specialist served in an advisory capacity to State school officials in the planning of a survey of State legislation affecting the educa¬ tion of handicapped children. This conference was called by the Division of Elementary Education. A research program in school legislation and its interpretation re¬ sulted in the gathering of information on the following subjects : 1. Enactments of the Seventy-ninth Congress relating to education. 2. High lights of 1946 State enactments relating to education. 3. Educational measures before the Eightieth Congress. 4. Issues in education as passed upon by the United States Supreme Court. Teacher Salary Schedule Services The exodus of teachers from public schools since 1940 has been with¬ out parallel in American history. Between the years 1940-41 and 1944-45, 350,000 teachers, in addition to the normal turn-over of 10 percent, left the public schools. This situation became a national hazard. An underlying cause of this state of affairs involves teacher salaries and salary schedules. The need for the development of guides to assist 246 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 194 7 State and local school officials in making and implementing salary schedules became apparent. In order to be of assistance in this na¬ tional problem, the Division of School Administration took steps to gather information, to develop over- all principles, and to provide con¬ sultative services which would be helpful to State and local authorities in solving the problem. As a consequence, a national work conference was held for the purpose of defining the basic principles of salary schedule making and to set forth the necessary steps for implementing a sound salary schedule program. The results of the work conference are being made available. Already, since this new service was in¬ augurated, more requests for consultative and advisory service have been received than can be handled. Other Services Other services provided by the Division of School Administration during the fiscal year 1946-47 included : 1. Preparation of Part I of the Educational Directory Federal and State School Officers. 2. Staff assistance in the establishment of a Veterans’ Information Clear¬ ance Service in each State for the purpose of providing veterans with information regarding curriculum vacancies and housing accommoda¬ tions in schools and colleges within each State. 3. Handling the school records of students who attended War Relocation Center Schools. More than 750 requests for the records of such stu¬ dents, chiefly from universities and colleges, were received and answered during the year. 4. Preparation of a number of articles and several bibliographies for publi¬ cation in School Life or other educational journals, bulletins, and yearbooks. 5. Assistance in the program involving the disposal of surplus property to the schools and colleges of the Nation as set forth in the following pages. SURPLUS PROPERTY PROGRAM THE DIVISION OF SURPLUS PROPERTY UTILIZATION, during the first quarter of the fiscal year 1947, and its successor, the Surplus Property Utilization Program in the Division of School Ad¬ ministration, during the last 3 quarters of the fiscal year, provided professional and technical services to the War Assets Administration, the Army, the Navy, and the 48 State Educational Agencies for Sur¬ plus Property in the disposal of federally owned surplus and donable property, both real and personal, to both public tax-supported and private nonprofit tax-exempt educational institutions of all levels. A staff of 200 was employed during the first quarter and 100 during the last three quarters. Professional and technical services to the War Assets Administra¬ tion were furnished in the various special discount programs, and in the disposal of real property to educational institutions. The serv¬ ices included the furnishing of data relative to the needs of educa¬ tional institutions for personal property and the determination of the adaptability, utilization, and need for real property requested by in¬ dividual institutions. Professional and technical services were furnished to the Army and Navy in locating, screening, and freezing excess donable property for educational claimants. Allocations were made between States of all such available property, and applications approved on the basis of need and utilization. Several special programs were maintained for the Signal Corps, the Chemical Corps, and the Army Air Forces. Adviscfry services were furnished to the 48 State Educational iVgen- cies for Surplus Property in their continuous revision and adaptation of procedures necessitated by changes in WAA, Army, and Navy regu¬ lations, and in the development of procedures by the State Educational Agencies for consolidated State purchases by means of revolving funds and the establishment of central warehouses. Real Property During the fiscal year 1947 approximately 800 applications, sub¬ mitted by educational claimants for real property, were reviewed and recommendations made to War Assets Administration on the basis of independent investigations and surveys to determine the need for and the utilization of the real property for educational use. The appli- 247 248 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1947 cations included both intact transfers (transfers of land and buildings, including personalty) and war housing transfers (buildings to be moved off site) . Consultative and Advisory Services to War Assets Administration , Army and Navy Continuous services were rendered during the fiscal year 1947 to the War Assets Administration relative to the acquisition of surplus property by eligible educational institutions. These services included professional advice in regard to : Kinds of property which schools could effectively utilize; procedures by which eligible claimants could ac¬ quire surplus property most effectively, particularly through the State Educational Agencies for Surplus Property; and potential needs of eligible claimants. Professional services were rendered to the War Assets Administration in special programs such as the nominal pricing programs for self-recording theodolites, metal-working machinery, child-care equipment, optical instruments and accessories, tracing paper, and maps. Army and Navy Donation Program The Army and the Navy donation programs also were implemented. Approximately 400 “accredited assistants” were assigned by the Of¬ fice of Education to assist its field representatives in the location, screening, and freezing of donable Army and Navy equipment at approximately 500 Army and Navy installations. These “accredited assistants,” under the supervision of the field representatives, pre¬ pared lists of donable property to be allocated to the various States and then to the institutions within the States. Property reported on these lists was allocated to 48 States and the District of Columbia. The estimated acquisition value of the donable Army and Navy property contained in these lists was $150,000,000. o *BD£ FEDERAL SECURITY AGENCY Office of Education FEDERAL SECURITY AGENCY 49M Office of Education FEDERAL SECURITY AGENCY Oscar R. Ewing, Administrator OFFICE OF EDUCATION Rall I. Grigsby, Acting Commissioner UNITED STATES GOVERNMENT PRINTING OFFICE WASHINGTON : 1948 For Bale by the Superintendent of Documents, U. S. Government Printing Office Washington 25, D. C. - Price 25 cents Letter of Transmittal Federal Security Agency, Office of Education, Washington D, C., November 1 , 1948. The Honorable Oscar R. Ewing Federal Security Administrator. Dear Mr. Ewing: I herewith submit the annual report embracing the activities of the Office of Education for the fiscal year ending June 30, 1948. Respectfully, Rall I. Grigsby, Acting Commissioner of Education. Federal Security Agency iv Federal Security Agency The Federal Security Agency was established on July 1, 1939, by Reorganization Plan No. 1 of 1939. The objective of the Plan, the President said, was to group together those agencies of the Govern¬ ment whose major purpose was to promote social and economic secu¬ rity, educational opportunity, and the health of the citizens of the Nation. Among the agencies so grouped by that Plan and by Reor¬ ganization Plan No. 2 of 1939 were the Social Security Board (includ¬ ing the United States Employment Service), the Office of Education, the Public Health Service, and the Federal functions of the American Printing House for the Blind. Reorganization Plan No. 4 of 1940, effective June 30, transferred to the Agency the Food and Drug Administration, St. Elizabeths Hospital, Freedmen’s Hospital, and the Federal functions relating to Howard University and to the Columbia Institution for the Deaf. During the war the Agency became the center around which numer¬ ous war activities were developed. In addition to other war functions, the Federal Security Administrator became Chairman of the War Manpower Commission, established in September 1942. When the Commission was abolished at the end of the war, the United States Employment Service, transferred from the Agency to the Commission on its establishment, was then transferred to the Department of Labor. The Agency was further expanded by Reorganization Plan No. 2 of 1946. Among other things this plan, effective July 16, abolished the Social Security Board and transferred to the Administrator all the functions of the Board and of its Chairman; transferred to the Agency the Children’s Bureau with all its functions except those relating to child labor; and abolished the Employees’ Compensation Commission and transferred its functions to the Administrator. As of the same date, the Administrator established the Social Security Administration, comprising the program bureaus formerly in the Social Security Board and also the Children’s Bureau. Legislative enactments of June 1948 again transferred the United States Employment Service to the Agency, as of July I, and adminis¬ tration of the Federal Credit Union Act, as of July 29. The Employ¬ ment Service was placed in the Bureau of Employment Security of the Social Security Administration, and the Bureau of Federal Credit Unions also was placed within that Administration. The organization of the Agency at the close of the fiscal year 1948, plus the transfers effective in July, is shown on the accompanying^chart. ■ Foreword HIGHLIGHTED in this report of the Office of Education are significant “facts about American education — information which relates to school and college programs in every State as they touch the lives of children and adults alike. The Annual Report of the Commissioner of Education focuses attention upon educational problems and progress. It -brings together in one volume an overview of progress made during the year in our schools and colleges. It reports the present status of organized education. It points out both continuing and new needs. It is our hope that this Annual Report may serve to stimulate thought and action in behalf of schools and colleges across the land; that the statistics and facts presented may result in promotion of the cause of American education. Rall I. Grigsby, Acting Commissioner oj Education. vii Contents Page Letter of Transmittal . iii Federal Security Agency . v Foreword . vii Administration of Schools and Colleges . 454 Report of the President’s Commission on Higher Education . 454 Enrollments . 457 Plant facilities . 459 Pupil transportation . 461 School finance . 462 Local school unit reorganization . 464 High-school organization . 465 Community colleges . 466 Federal legislation and Court decisions . 467 International education . 467 Higher education . 467 Veterans’ education . 468 Utilization of surplus property for education . 468 Supreme Court decisions relating to education . 469 Curricular Developments . 469 Curricula based on children’s needs . 469 Life adjustment education . 472 College curricular trends . 473 General adult and post-high-school education . 475 Helping the undereducated . 477 Rural education . 478 Education for home and family living . 480 Social studies and social science . 483 Zeal for American Democracy . 485 A cooperative procedure . 485 What has been done . 486 World-mindedness . 487 Science in education . 488 Aviation education . 491 Health and physical education . 491 ix 837981 — 49 - 2 Page Teaching Personnel . 494 Teacher supply . 494 Teachers’ salaries . 498 Teacher education . 500 Education of Negro leaders . 501 Citizens Federal Committee on Education . 503 Educational Services and Facilities . 503 Health services . 503 Audio-visual services . 505 Radio . . 505 Visual education . 506 Guidance . 507 Exceptional children and youth . 509 Library services . 510 Surplus Property Utilization program . 512 Veterans’ educational facilities . 512 Grant-in-Aid Programs . 513 Vocational education . 513 Agricultural education . . 515 Distributive occupations education . 517 Home economics education . 518 Trade and industrial education . 520 Occupational information and guidance . 522 Land -grant colleges and universities . 523 Educational Relations With Other Nations . 523 Foreign student influx . 523 Interchange programs . 524 The Fulbright Act . 526 International pupil correspondence . 527 UNESCO and the schools . 528 Commission for International Educational Reconstruction . 529 Table 1. — Estimated enrollments, 1947-48 458 Table 2. — Plant needs (as reported, fall of 1947) . 460 Table 3. — Sales of Office of Education training films . 506 Table 4. — Enrollments in federally aided vocational classes, by type of program, 1946-47 and 1947-48 . 514 Table 5. — Funds available for allotment to States from Smith-Hughes and George-Barden Acts, fiscal year ended June 30, 1948 . 515 Table 6. — Expenditures of Federal, State, and local funds for vocational education, by type of program, 1946-47 and 1947-48 . 516 Chart 1. — School enrollments by type of school, selected years 1939-48 . 457 Chart 2. — Number of high schools and of pupils, by type of school, 1937-45 . 465 Chart 3. — Number of emergency teaching permits in use in selected years, 1940-48 . 494 Chart 4. — Actual salary and real wages of teachers, 1939-48 . 498 Chart 5. — -Salaries of teachers and per capita income, 1939-40 and 1947-48 . 499 x Office of Education For the purpose “of collecting such statistics and facts as shall show the condition and progress of education . . . and of diffusing such information ... as shall aid the people . . . and otherwise promote the cause of education . . .” the Office of Education was established. Accordingly the Office has developed a variety of supporting services to aid the schools and colleges of the Nation. It follows that, in addition to the publication of statistics and facts collected, the divisions and staff members of the Office serve in a con¬ sultative capacity. Although not operating educational systems or institutions, the Office affects education in the United States with and through the agencies that do operate educational systems and institu¬ tions. In this sense, therefore, developments in American education are somewhat keyed to the work of the Office of Education; and con¬ versely, the emphases of the Office mirror the problems and achieve¬ ments of American education. Because of the nature of this relation¬ ship, the two stories are intertwined. This is not to say that the State and local authorities are not responsible for the administration, curriculum, and other phases of school operation. Such an assertion would belie the nature of the educational system which exists in this country. Nonetheless, in this report, the trends in education are viewed broadly. Here are told major developments of the past fiscal year and the part played by the Office in them. 453 454 Annual Report , Federal Security Agency , 1948 Administration of Schools and Colleges REPORT OF THE PRESIDENT’S COMMISSION ON HIGHER EDUCATION The President’s Commission on Higher Education, consisting of 28 citizens appointed in July 1946, finished its work in December 1947. Its report was published in six volumes, under the title of Higher Education for Democracy , with subtitles as follows: Vol. I “Establishing the Goals”; Vol. II “Equalizing and Expanding Individual Oppor¬ tunity”; Vol. Ill “Organizing Higher Education”; Vol. IV “Staffing Higher Education”; Vol. V “Financing Higher Education”; and Vol. VI “Resource Data.” The Report first considers the value and necessity of educating our population to the fullest possible extent. It argues that “Equal edu¬ cational opportunity for all persons to the maximum of their individual abilities and without regard to economic status, race, creed, color, sex, national origin or ancestry, is a major goal of American democracy.” Stress is given to the fact that this is a time of crisis. Three prin¬ cipal goals for higher education are given top priority. “They are to bring to all the people of the Nation: (1) education for a fuller realiza¬ tion of democracy in every phase of living; (2) education directly and explicitly for international understanding and cooperation; (3) educa¬ tion for the application of creative imagination and trained intelligence to the solution of social problems and to the administration of public affairs.” Perhaps the most challenging idea in the entire Report concerns the number of young people who should be educated at the post-secondary level. The President’s Commission does not prophesy the numbers of students who will be enrolled in college and university courses in the future. Instead, it answers the question of how many young people ought to be educated beyond the high school. The calculation is based on statistical studies of the mental ability of the population, as shown by the Army General Classification Test. Within the next 12 years, the Commission says, this country ought to be educating approximately twice as many as were attending college in 1947-48, or more than three times as many as were enrolled at the prewar peak in 1940. The goal set is 4.6 million students in 1960, the number who are deemed to have ability to pursue courses beyond the high-school level. But what is the capacity of our country to absorb the product of such an extended system of higher education? The Commission im¬ plies that much of the additional schooling will not be for particular occupational purposes, but for citizenship and for daily living. It is Office of Education 455 obvious that this type of education cannot be overproduced in a democratic society. The conclusions indicate that overproduction of college-trained persons in the professional fields is not likely to occur in our expanding economy. The barriers to higher educational opportunities and the means of removing them receive extensive treatment in the Report. The first barrier to equal opportunity is economic. This is shown to operate both in the family of the individual student and also in entire com¬ munities. Recommendation is made that publicly controlled institu¬ tions eliminate all fees for students through the 14tli grade, or its equivalent, and roll back fees for other phases of higher education to the 1939 level. The hope is expressed that private colleges will do all in their power to keep costs to students as low as possible. A major proposal of the Commission is for a system of scholarships and fellowships financed by Federal funds. Scholarships would be provided to 20 percent of all nonveteran students. The amount al¬ lowed each recipient would depend on his needs, up to a maximum of $800 for an academic year. The grants would be administered by State agencies. The total appropriation would start at $120 million and would be increased in subsequent years. The fellowship plan would provide stipends of $1,500 annually for graduate students selected by a national competitive examination, beginning with 10,000 grants the first year, then 20,000, and in the third year reaching the maximum of 30,000. A second barrier is discrimination in admissions. Racial discrimina¬ tion is discussed primarily with respect to the Negro student. A majority of the Commission concludes “that there will be no funda¬ mental correction of the total condition until segregation legislation is repealed/ ’ Pending this action, the Commission “urges that the separate educational institutions for Negroes be made truly equal in facilities and quality to those for white students.” A dissenting opinion to the section on racial discrimination is entered by 4 of the 28 members of the Commission. Religious discrimination is discussed, especially as it relates to Jewish students. Two recommendations are made: (1) removal from application forms of all questions pertaining to religion, color, and national or racial origin; (2) support of anti- discrimination legislation in the States. Other arbitrary discriminations in the admission of students that the Commission condemns are those with respect to sex, geographic barriers, nonveteran status, unwarranted academic requirements, and fixed number quotas by accrediting organizations in certain professional fields. The lack of adequate guidance is also cited as a real barrier. The development of junior college facilities in local areas is endorsed. 456 Annual Report , Federal Security Agency , 1948 The name “community college” is advocated as carrying the appro¬ priate connotations for the type of institution needed. The Commission recommends that State education departments be strengthened and given centralized authority over higher education, with adequate staff for the purpose. In States where this cannot be accomplished immediately, the Commission recommends as an inter¬ mediate step the creation of a central controlling State commission on higher education. At the national level the Commission recommends the strengthening of the Office of Education. Various alternatives are reviewed, without definite recommendations, for the administrative placing of the Office of Education in the organization of the Federal Government. It is also recommended that an interdepartmental committee on higher education be set up representing all interested agencies in the Federal Government, with the Commissioner of Education as chairman. The Commission indicates that the present college-level teaching staff of approximately 155,000 must be doubled by 1952, and that an additional 50,000 must be added by 1960. Improvements in the professional preparation of college faculty members are urged. The present programs of the graduate schools are sharply criticized because they provide inadequate opportunity for professional preparation for college teaching. Data are presented showing the present unfavorable condition in faculty salaries, and recommendation is made for “salary increases such as to provide income commensurate with those earned in other fields requiring similar preparation.” The Commission outlines a program of financial support for realizing the goals set forth. To provide for the 4.6 million students and 350,000 faculty members in 1960, the Commission estimates a total annual current income for educational purposes of $2,587,000,000 will be required, about two and one-half times the expenditures for higher education in 1946-47. The physical plants for higher education, estimated now valued at approximately $4,000,000,000, will require more than twice that amount for additional capital investment, bring¬ ing the total value of the plants in 1960 up to $12,834,000,000. Practi¬ cally all the increase in enrollments, according to the Commission, will have to be carried in publicly controlled institutions. The bulk of the increased funds required must, according to the Commission, come from the Federal Government. The Commission recommends that public appropriations for education be limited to publicly controlled institutions ; two members of the Commission enter a dissent on this point. The Commission does not want higher education strengthened at the expense of the elementary and secondary levels of the public- school system. The Commission also makes it clear that, in proposing Office of Education 457 extensive Federal support for higher education, it in no way advocates a change in the long-established pattern by which the States, not the Federal Government, control the program. The Commission’s responsibility and its activities terminated with the publication of its report. At the end of the fiscal year, no organ¬ ized group had been assigned responsibility for the implementation of the recommendations. ENROLLMENTS Of the estimated total population of the United States of 146,571,000 (including armed forces overseas) on July 1, 1948, about 31% million, Chart 1. — School enrollments by millions type of school , selected years 1939-48 MILLIONS 1940-41 1947-48 1952-53 MILLIONS 40 ENROLLED IN ELEMENTARY AND SECONDARY SCHOOLS 30 20 10 - 1940-41 1947-48 1953-54 MILLIONS 4 ENROLLED IN HIGHER EDUCATIONAL INSTITUTIONS 3 - 1939-40 1947-48 1956-57 actual ESTIMATE 1939- 41- 43- 40 42 44 45-46-47- 46 47 48 458 Annual Report , Federal Security Agency , 1948 or 21.3 percent, had been enrolled in full-time day schools in the school year which had just closed, not including those in private trade and vocational schools, in part-time, evening, and summer schools; and in correspondence education. The percentage enrolled is low owing to the relatively large proportion of preschool age children in the 1947-48 total population. In the fall of 1947, approximately 2.4 million children entered the first grade and about 655,000 entered kindergarten. The high wartime births had begun to increase the kindergarten and first-grade enrollments, but the low births of the 1930’s were still decreasing the secondary school enrollment in 1947-48. Total ele¬ mentary school enrollment increased 895,000 over the previous year and secondary enrollment decreased 46,000, making a net increase of 849,000. The school year 1947-48 saw the second high year, and probably the peak, of veteran enrollments in the colleges. In the fall of 1947 there were 1,122,738 veterans in college, 48 percent of the total students. In the estimated 2.5 million total college enrollment fbr the year, there were more women than ever before (700,000). TABLE 1. — Estimated enrollments , 1947-48 1 Elementary schools Public _ 19,395,000 Private and parochial _ _ _ 2, 538, 000 Residential schools for exceptional children _ 59, 000 Elementary grades in colleges (teacher-training schools) _ 51,000 Federal schools for Indians _ 29, 000 Total _ 22, 072, 000 Secondary schools Public _ _ _ 5,603,000 Private and parochial _ 562, 000 Residential schools for exceptional children _ 19, 000 Secondary grades in colleges (preparatory and teacher-training schools) _ 46, 000 Federal schools for Indians - . _ 6, 000 Total _ 6, 236, 000 Universities, colleges, and professional schools- 2, 570, 000 Private commercial schools _ 300, 000 Nurse training schools (not affiliated with colleges and universities) _ 100, 000 Grand total _ 31, 278, 000 1 See section on vocational education for enrollments in vocational fields, which are included in the figures given in this table, Office of Education 459 The 3.9 million births in 1947, the largest number so far recorded for 1 year, will mean approximately 1 million children entering kindergarten in September 1952 and 3% million entering the first grade in September 1953 compared with approximately 2 million in 1940. It looks now as though the maximum effect of the recent population increases would be felt in the elementary and secondary schools in 1956-57, when almost 36 million students will be enrolled. i PLANT FACILITIES The Nation is faced with the worst school and college building crisis in its history. This situation is due to a combination of fac¬ tors, related for the most part to World War II, including higher birth rates, population shifts, expanded' school offerings, and deferred construction. Enrollments. — Table 1 indicates over-all national enrollment esti¬ mates, but in many spot surveys the figures based on actual child count show percentage increases three times the national increase. Then there are 2 million 5-year-olds and 4.5 million 16- to 19-year- olds not now attending school. With increased interest in kinder¬ garten education and postwar emphasis on continuation and terminal educational programs for youth, it may be expected that the 1954-55 enrollment in public elementary and secondary schools will exceed the 1947-48 enrollment by 6.2 million. This one factor alone will require more than 200,000 new elementary and secondary classrooms. Population shifts and district reorganization. — The war resulted in the greatest population shift in American history, and this shifting and reshifting is continuing as the economy adjusts to a peacetime basis and housing becomes available. In many cases the population has moved away from sections which were served by old shool build¬ ings into sections where there are few if any school facilities. In most States the small inefficient school district is giving way to larger and more efficient administrative units and attendance areas ; this reqdires modern consolidated plants to replace the often dilapidated little school houses that were running in the red. Expanded offerings. — Social and economic changes during and fol¬ lowing the war have accelerated curricular changes in the schools and colleges. New and broader objectives, new and diversified courses, and new methods have rendered many educational facilities obsolete as well as inadequate. Schools and colleges more and more are be¬ coming educational, cultural, recreational, and service centers for the community. Greater community use of educational plants re¬ quires expansion and alteration of existing facilities. 837981 — 49 - 3 460 Annual Report , Federal Security Agency , 1948 Dejerred construction and maintenance. — The country was short of educational facilities even at the close of the 1930’s. Relatively few new school and college plants have been erected since 1940, and regu¬ lar maintenance programs have been neglected owing to manpower and material shortages. Thousands of buildings which normally would have been replaced have been continued in service and al¬ lowed to fall into a poor state of repair. As a result, many educational plants now in use are obsolete, unhealthful, and unsafe. Planning trends. — There are distinct trends in plant planning which point toward: (1) functional plants which will house modern educa¬ tional and community programs more adequately; (2) larger sites for recreational use; (3) larger teaching areas to permit more activity in the learning process; (4) facilities for convenient storage and use of more instructional supplies and aids; (5) better seeing conditions by improved interior decoration and natural and artificial lighting; (6) one-story open-type plans rather than massive structures; and (7) maximum provision for adaptability to changing conditions. Educational plant needs. — During the year the Office of Education conducted studies of school and college building needs, in cooperation with the National Council of Chief State School Officers, and with college officials, respectively. Table 2 is based on data from these studies and indicates the cost of needed land, buildings, and equip¬ ment to replace or modernize unsafe and obsolete educational facil¬ ities, and to provide new facilities to accommodate present educa¬ tional programs and enrollments predicted for the immediate future. TABLE 2. — Plant needs (as reported , fall of 1947 ) Estimated costs in By type of institution billions of dollars Elementary and secondary schools: Public _ 6. 6 Nonpublic _ .8 Higher education: Public and nonpublic _ 3. 6 Total _ 11.0 By type of facility New buildings and additions _ 7. 9 Remodeling and rehabilitation _ 1. 3 Equipment _ 1. 2 Sites _ . 6 Total _ 11.0 The Office study of college and university building needs revealed that these institutions had 341.5 million square feet of building space and needed an additional 255 million square feet to accommodate Office of Education 461 enrollments anticipated by 1950. This 78 percent increase for col¬ lege and university buildings would be equivalent to 133 Empire State buildings. Costs and financing. — The average building cost index for the first 6 months of 1948 was 331.21 on a 1913 base of 100, as compared with 228.75 in 1943, 239.14 in 1945, and 307.68 in 1947. There seems to be no indication that costs will come down any time soon. Without State financial assistance thousands of localities cannot provide ur¬ gently needed school facilities from local sources and bonding capaci¬ ties. Several States are not able to provide their minimum school plant needs without additional financial assistance. State school plant assistance. — There are 32 States that have State school plant regulations and/or require State approval of plans for all or certain types of districts. Only 27 States, however, provide school plant specialists in the State departments of education. There is a trend toward State aid for capital outlay. Nineteen States now provide some financial assistance to local school districts for capital outlay. Ten of these State-aid programs are significant in the amount of money provided. Several States not now providing this assistance are reported to be contemplating legislation for this purpose in 1949. PUPIL TRANSPORTATION Pupil transportation continues slowly but steadily to increase in extent. The last complete report for all States (1945-46) showed that more than 5 million pupils in the public elementary and secondary schools were being transported to and from school. The few State reports available for 1947-48 indicate that this number has increased in the last 2 years by another 2 to 3 percent. Costs have gone up in proportion to other school costs. Drivers’ salaries have increased sharply and the cost of equipment and supplies has also increased to some extent. Per pupil cost for transportation for the Nation as a whole was slightly in excess of $25.50 in 1945-46. It is estimated, on the basis of a few State reports, that it may exceed $30 for 1947-48. One problem which continued to plague school administrators during 1947-48 was the shortage of school busses. During 1946 some school bus body manufacturers estimated that they were a year behind on filling orders. This shortage continued acute during 1947, but began to ease by the early part of 1948. By midsummer of 1948, it was possible to buy busses for delivery within a few weeks. Another wartime problem now somewhat less acute is that of obtaining school bus drivers. Some States which were forced to relax their standards for school bus drivers during the war are begin- 462 Annual Report, Federal Security Agency, 1948 ning to enforce them again. Likewise those States which during the latter part of the war discontinued training programs for their school bus drivers are beginning to resume these programs. Plans were begun during 1947-48 for the third National Conference on Pupil Transportation to be held in October of 1948. This con¬ ference is sponsored by the National Council of Chief State School Officers, the Department of Rural Education, and the American Association of School Administrators of the National Education Association, and the Office of Education. It will be conducted by the National Commission on Safety Education of the National Education Association. The conference will devote attention to school bus standards, records and reports for pupil transportation, uniform traffic laws for passing school busses, and standards and training programs for school bus drivers. During 1948, the Office of Education prepared the bulletin, School Bus Maintenance , and collaborated with the National Education Association in publication of a bulletin on School Transportation Insurance. SCHOOL FINANCE Legislation of unusual importance to school finance enacted in 1947 in several States and amendments to State constitutions voted by the electors in at least 3 States became effective during the year ended June 30, 1948. These legislative and constitutional amending provisions increased the annual amount of State funds for the schools, raised salary standards for teachers, and expanded the scope of State participation in school support. In a few instances, legislation en¬ acted in 1948 will have similar effect during the school year 1948-49. State governments have recently assumed an increasing amount of responsibility for school finance either as a new responsibility or as an expanded one. This State financial aid extends to school building and pupil transportation facilities, to schools for children of kinder¬ garten age, for handicapped children, and for emergency population situations, to retirement plans for school employees, to new or more complete plans for the equalization of school costs, and to assistance for junior colleges. The majority of States report substantial progress during the past year in the improvement of plans for financing public education, including provision for increasing the salaries of its public- school teachers. Examples of changes in State plans which occurred, or became effective, during the year under review follow. Increase in State school funds.- — By an amendment to the California Constitution voted in November of 1946, the amount of State funds Office of Education 463 for annual apportionment to the public schools has been increased from a basic amount of $80 per pupil in grades 1 through 8 and $90 in grades 9 through 14 to $120 per pupil in all grades (kindergarten through grade 14). Supporting legislation enacted in 1947 established a foundation program for the public schools and fixed the cost there¬ of at $145 per pupil in elementary schools, $175 in high schools, and at $200 in junior colleges; and provided for the use of State funds to equalize such cost. All became effective in 1947-48. By legislation enacted in New Hampshire in 1947, the amount of funds for apportionment to local school districts was increased from $400,000 annually to $2,000,000 for each year of the 1947-49 biennium. In commenting on the fivefold increase, the State Commissioner of Education stated that in addition to the $1,600,000 increase in State money, school districts raised by local taxations $1 ,229,085.72 more for the support of schools in 1947-48 than they did for the preceding year. Among the other States which provided significantly more funds for distribution to their public schools in 1947-48 than previously are Florida, Nevada, and West Virginia — -where the amounts were nearly doubled; Georgia, Virginia, and Washington — with increases of approximately 50 percent; and Arizona, Connecticut, Delaware, Illinois, Indiana, Kentucky, Louisiana, Michigan, Minnesota, Mis¬ sissippi, Nebraska, New York, Ohio, Oregon, South Carolina, Penn¬ sylvania, Tennessee, Texas, Utah, Vermont, and Wisconsin — each showing substantial increases. Increased salaries jor teachers. — One of the most frequent purposes in providing for increased State funds was to raise the salaries of teachers. California, Nevada, and Washington fixed the minimum salary at $2,400 per year for any full-time teacher. Indiana and Ore¬ gon fixed this same amount for a teacher holding a bachelor’s de¬ gree, with somewhat lower amounts for those with lower qualifications. Louisiana provided that a large part of her greatly increased appropria¬ tion for 1947-48 should be used for raising the salary of teachers. Pennsylvania established a new minimum salary rate of $1,950 for all public-school teachers, with five yearly increments of $150 each. The large increase in State school aid appropriated by the Virginia Legislature for 1947-48 over the amount for the preceding year specifies that it is to enable districts to increase teachers’ salaries. Delaware, Georgia, New York, Ohio, and South Carolina are among the other States which specifically provided for increasing salaries for 1947-48. State aid jor specified school services and equalization. — Among the States which provided funds for the first time or increased the amount for the school year 1947-48 over previous years for special school 464 Annual Report , Federal Security Agency , 1948 services or projects are Delaware, New Hampshire, Pennsylvania, and Washington — expense of school buildings; Michigan, Mississippi, and Utah — school transportation service; Minnesota, Pennsylvania, and South Dakota — schools for handicapped children; California, Mississippi, and Virginia — junior college education; and California, Illinois, New Hampshire, Ohio, Oregon, Utah, Virginia, and Wash¬ ington — for equalizing school expenditures. The Office of Education made detailed studies of 4 State plans for financing education (one of which was published in School Life), aud prepared a report on Federal Government Funds jor Education , 1946-67 and 1947-48 . LOCAL SCHOOL UNIT REORGANIZATION One of the most serious and persistent problems in American educa¬ tion today concerns the structure and services of local school adminis¬ trative units. The need for broadening the educational offerings of the small school district to meet current needs has led to State-wide programs of local unit reorganization in many States in recent years. Increased impetus was given to the study of this problem in 1947-48 in California, Illinois, Iowa, Minnesota, New Mexico, North Carolina, and North Dakota. In those and some other States (Colorado, Idaho, Kansas, Missouri, New York, South Carolina, Washington, and Wisconsin) county and other school survey committees, with assistance from State commissions on reorganization, and with State department of education leadership, made studies of school organiza¬ tion and recommendations for more adequate units of school adminis¬ tration. Typically these studies verified the fact that many of the existing school districts cannot provide essential administrative, supervisory, and teaching services ; a broad curriculum offering including vocational training and work experiences; medical and dental services; and teach¬ ers capable of providing all of the types of special training needed. They also showed that in many rural areas the present organization of administrative units is inadequate both in population and in wealth to operate and maintain efficiently a satisfactory educational program. Although the number of administrative units in the United States has been reduced in the last 10 years by about 25,000 and today num¬ bers approximately 102,000, many units still are not adequate to provide satisfactory programs and service. With the decrease in the number of school boards by this reduction in units there is a tendency toward strengthening the county and the supervisory unit and other intermediate units. Office of Education 465 HIGH-SCHOOL ORGANIZATION Information released by the Office during the year shows that from 1938 to 1946 the total number of high schools decreased by 643 and the number of reorganized high schools, i. e., those deviating from the regular 4-year pattern, increased by 788. This change in number of schools was absorbed by the regular high schools, which decreased by 1,431. The senior high schools showed the greatest gain in numbers during the 8-year period. Correspondingly there were a half million fewer pupils in the high schools in 1946 than in 1938. Again, the regular high schools absorbed this loss. The senior high schools showed a notable increase in enrollment; the junior and junior-senior schools had some loss. The Chart 2. — Number of high schools and of pupils , by type of school , 1937-45 466 Annual Report , Federal Security Agency , 1943 number of pupils in reorganized high schools increased slightly despite the over-all enrollment loss of a half million. COMMUNITY COLLEGES The expansion of educational opportunities beyond high school for all youth is one of the major areas of concern to educators, to com¬ munities, and to the Nation. The Report of the President’s Com¬ mission on Higher Education emphasized the importance of providing such opportunities and recommended an increase in the number of community colleges and expansion of their activities. The term “community college” is relatively new in the educational vocabulary. Better known is the older term “junior college”. The essential characteristics of the community college are local control and educational service continuously adapted to the needs of the en¬ tire community. It should offer varied programs including general and vocational education at the post-high-school level, and serve as a center of adult education. Since the beginning of the present century, the development of the junior college has been phenomenal. For the year 1947-48 the Ameri¬ can Association of Junior Colleges lists 653 junior colleges serving various communities in the United States. The geographic distri¬ bution of the service, however, is not uniform, since approximately one-fifth of the institutions are located in two States (California and Texas). The National Council of Chief State School Officers, during the year, formulated a statement of the State’s responsibilities for the expansion of educational services in the thirteenth and fourteenth years. The Council approved a policy that programs should be provided for the five groups of students identified by the Educational Policies Commission and should be offered in tuition-free community colleges under the general supervision of the State department of education. These community colleges should be located according to criteria established by the State within commuting distance of all youth of the State. Other provisions of the statement of policy are: State departments should set standards governing the approval and placement of curricula; the law should provide for close articulation of the program of the community college with those of the supporting bigli schools ; the establishment of community colleges should give due regard to existing private institutions; a program of teacher prepara¬ tion for these institutions should be fostered by the States. Finally, the Council recommended that enabling legislation should encourage community colleges through adequate State financial support dis¬ tributed on an equalization basis. Office of Education 467 The Office of Education, recognizing the potential expansion of the community college, has recently provided for a specialist in this area. Assistance has been given by the Office at the request of three States (Florida, Maryland, and Pennsylvania) in the conduct of State surveys. FEDERAL LEGISLATION AND COURT DECISIONS International Education Several items of legislation reflected the concern of the Congress to provide better international educational and cultural relations. Public Law No. 369 of the 80th Congress created “The Institute of International Educational Affairs,” for the purpose of strengthening friendship and understanding among the peoples of the American Republics through cooperation with other governments in planning and executing programs of public health, agriculture, and education. Public Law No. 402, “the United States Information and Exchange Act of 1948” was designed to promote better understanding of the United States among the peoples of the world through the dissemina¬ tion abroad of information concerning the United States and services in the field of education, arts, and sciences. The 80th Congress also appropriated $3,772,775 for carrying out the purposes of the United Nations Educational, Scientific and Cultural Organization (Public Law No. 597). The International Aviation Facilities Act (Public Law No. 647) authorized the Secretary of State, the Administrator of Civil Aero¬ nautics, and the Chief of the Weather Bureau to train foreign nationals directly (or in conjunction with other public or private agencies, or international organizations) in aeronautical and related subjects. Congress also (Public Law No. 564) authorized courses of instruction in the United States Naval and Military Academies be given to a limited number of persons in the American Republics and Canada. Higher Education Public Law No. 795 provided that the Federal Works Administrator may transfer to any educational institutions, without monetary con¬ sideration, all property rights to temporary houses on land owned by the educational institution. This Act included the provision that student veterans be given preference in filling vacancies in such housing. Two measures relating to research were enacted by the 80th Con¬ gress: Public Law No. 655 established in the Public Health Service a National Heart Institute to conduct and foster research relating to the causes, prevention, and treatment of heart diseases; and Public Law No. 755 established in the Public Health Service a National 468 Annual Report , Federal Security Agency , 1948 Institute of Dental Research to promote research in the causes, pre¬ vention, and treatment of dental diseases. Each of these Acts included provisions for research fellowships and traineeships through grants- in-aid to nonprofit educational and research institutions. In passing the National Selective Service Act of 1948, Congress provided for deferment from military service of high-school and college students under certain conditions, and authorized the President to provide for the deferment of other categories of students. Veterans’ Education Congress has provided wide educational opportunities for veterans of World War -II. Public Law No. 115 of the 80th Congress authro- ized to be appropriated $3,000,000 (in lieu of the $1,500,000 formerly authorized) for use by the Veterans Administration as a revolving fund to make advancements to veterans taking courses in vocational re¬ habilitation. Public Law No. 377 modified the Veterans Adminis¬ tration program by including and defining institutional on-farm training courses. The 80th Congress, 2d Session, enacted two additional measures of special interest to veterans: 1. Public Law No. 411 authorized to veterans pursuing educational courses an increase in subsistence allowance from $65 to $75 per month if without dependent; from $90 to $105 per month if with one depend¬ ent; and $120 per month if with more than one dependent. 2. Public Law No. 512 provided additional subsistence allowance for veterans pursuing on-the-job training courses, but limited it so that allowance plus compensation may not exceed $210 per month for a veteran without dependent; or $270 per month with one dependent; or $290 per month with two or more dependents. Utilization of Surplus Property for Education The 80th Congress enacted three measures to facilitate the disposal of surplus property for educational purposes. Public Law No. 616 provided that the War Assets Administrator may transfer to any State, including political subdivisions (school districts implied), any surplus land, including improvements and equipment which, in the opinion of the Secretary of the Interior, is suitable and desirable for use as a public park or recreation area. Public Law No. 655 authorized the War Assets Administrator to dispose of to States or their political subdivisions (school districts implied), to public and governmental institutions, or to nonprofit educational institutions any surplus personal property suitable for use in athletic sports or games, without charge except for shipping costs. Office of Education 469 Public Law No. 889 authorized the Secretaries of the Army, Navy, and the Air Forces to donate for educational purposes without cost, other than for packing and transportation, equipment, books, and other supplies which may be obsolete or no longer needed by the Army, Navy, or Air Forces and which any of the Secretaries or the Commissioner of Education considers usable for educational purposes. With a few exceptions, the approval of the Commissioner of Educa¬ tion is required as a prerequisite to all such donations to educational institutions. The Office of Education advises the Armed Services concerning educational needs, screens the property on the basis of educational suitability, and maintains fair and equitable distribution among the several States. Supreme Court Decisions Relating to Education In recent years an increasing number of decisions by the United States Supreme Court have affected education among the several States. Three decisions are of particular significance. Early in 1947 the Supreme Court in a New Jersey case held that the use of public tax funds by school districts for paying the transportation of children attending a parochial school was not in violation of any provision of the Constitution of the United States {Everson v. Board of Education of the Township of Ewing, 67 S. Ct. 504). In January 1948 the Supreme Court reversed a decision of the highest court of Oklahoma and held that the State of Oklahoma, in conformity with the equal protection clause of the fourteenth amend¬ ment, was required to provide qualified Negro applicants with pro¬ fessional legal education equal to that afforded by the State institution for white students, and also that where admission was denied solely on the ground of color, mandamus would lie to compel admission. ( Seipel v. University of Oklahoma, 68 S. Ct. 299.) On March 8, 1948, the Supreme Court rendered its decision in the case of McCollum v. Board of Education arising in Champaign, Illinois. The Court held that sectarian religious instruction on public-school premises during school time was not permissible under the first amendment of the United States Constitution. (69 S. Ct. 461.) Curricular Developments CURRICULA BASED ON CHILDREN’S NEEDS The current emphasis in elementary education turns the telescope on the child as an individual, as a personality, who in the process of being educated has some share, as well as his teachers, parents, 470 Annual Report , Federal Security Agency, 1948 and school administrators, in developing the program. This is the point of view accepted by many individual educators and by the majority of organized professional groups working in elementary education. The publication in 1945 of Helping Teachers Understand Children by the Commission on Teacher Education, American Council on Education, defined this whole area more clearly than in the past and served as a springboard to further study and activity. Concurrent with the development and publication of this report were other emphases such as the Delaware program in mental hygiene and the production of films on problems in understanding children by colleges and universities, and commercial companies. The Office of Education has encouraged the adoption of the child- development point of view by lending its support to the pronounce¬ ments of committees, by jointly sponsoring publications of organizations, or by bringing together both professional and citizen groups on a common meeting ground for clarification of issues and ideas. The year 1948 was significant for the publication by the Educational Policies Commission of the volume entitled Education for ALL American Children. This report, based upon visits of committees to 84 elementary schools selected as outstanding by educators in various parts of the United States, recognizes the principles of child growth and development by emphasizing the uniqueness of the individual, learning and continuous growth of the child as affected by both a sense of security and of adventure, and the ways in which learning takes place. Several members of the Office served as consultants in the planning stages of this project. Significant in 1948 were several reports of the National Council of State Consultants in Elementary Education published in cooperation with the Office of Education. This organization speaks for the ele¬ mentary staff members of State departments of education in the 48 States. Two of these reports emphasize the importance of the child in the total educational process. The first, entitled Modern Trends in State-Wide Curriculum Programs , highlights such statements as those which indicate that State staff members are helping local communities “to develop curriculums which serve the particular needs of the children and the community.” The report identifies as a trend the basing of the curriculum upon the little used but definitely known facts of child development by recommending children’s participation in planning in ways that are appropriate to them — defining purposes, learning techniques, developing bases for evaluating progress, learning respect for mature judgment, and sharing in improved planning. The second publication of the Council, entitled Programs for Children Below Six, describes the need for such programs, and presents the Office of Education 471 characteristics of the experiences which children should have at these age levels. In the leadership conference held by the Elementary Division of the Office in June 1948, representatives of 31 professional and citizen organizations discussed how we in the United States can get better education for children of elementary school age. One of the first steps recommended was that which called for organizations to “examine their programs and evaluate them in the light of bringing child development, subject matter areas and special services into focus in planning programs which affect the elementary school child. ” Another question discussed was: “What are the ways of identifying the problems or situations which are real and important to children and which need to be considered in planning their educational experiences?’ ’ Another approach to the problem of the importance of the child in the school program was made through a 2-week work conference for staff members of State departments of education, sponsored by the Elementary Division of the Office. More than 50 persons from 21 States studied problems of evaluating the school program, in-service and pre-service education of teachers, and curriculum problems from the child-development point of view. Such programs as these indicate that elementary education is moving forward on a broad front in the definition of purposes and principles. There is still a gap between what educators recognize as good and desirable for children, and actual practice in the schools. The ele¬ mentary school population is made up of children who are rich, poor, bright, dull, healthy, physically handicapped, rural, and urban. To meet their needs schools must look at children’s experiences in their individual communities. Common to all are certain needs: (1) skills that are functional; (2) home and family living experiences; (3) citizen¬ ship and community service; (4) earning money and making wise use of it; (5) fun and recreation; (6) clubs and group activities; (7) con¬ servation of human and natural resources; and others. There are curriculum materials which are built on these emphases. But many school systems have replaced stress on production of courses of study with workshops for teachers for the study of children and their needs, with implications for the curriculum. Elementary education is big business measured by the numbers of children involved. Since elementary enrollments in the public schools are the largest, and since these same children are in a most formative period of growth, increasing attention must be focused upon the im¬ portance of these early years. 472 Annual Report , Federal Security Agency , 1948 LIFE ADJUSTMENT EDUCATION During 1947-48 there was cumulative national concern with the reorganization of curricula in the high schools so as better to serve the vital needs of all youth of high-school age. Originally designed for the relatively small number of students who were going on to college — in most instances to prepare for the professions — high-school curricula were later broadened to include specific vocational training programs, designed to prepare youth for agriculture, trades and industry, the distributive occupations, and home economics. Now that upwards of two-thirds of all American youth attend secondary schools, neither the precollegiate nor the specific vocational type of program seems ap¬ propriate for many students who do not have definite vocational goals for which they can prepare in high school. Many local schools and many groups of schools under State or regional leadership are restudying their curricula. They define their objectives in different ways. Some say they are placing an emphasis on education for present living as opposed to education which puts knowledge in cold storage for future use; some are reorganizing the content of courses to replace that which is least useful with content which promises to be more functional; some are widening the scope of the school to include activities which build social skills and wholesome character and personality traits as well as intellectual competencies. All are attempting to make high-school activities more purposeful in terms of life and the aims of our society. Many are attempting to meet the present needs of youth. Many are taking into account the steps by which youth grow and develop. The Annual Reports for 1946 and 1947 carried accounts of activities of the Office of Education in providing leadership for improving the high-school curriculum. The fundamental aim is to accelerate desir¬ able activities already under way. The particular objective is to meet the needs of youth bound neither for college nor for vocations requiring systematic occupational training. Some of these youth are in school but many have dropped out. The Office enterprise has come to be known as “Life Adjustment Education for Youth. ” The Commission on Lije Adjustment Education for Youth. — During the year a Commission on Life Adjustment Education for Youth was appointed and held 3 meetings for an aggregate of 9 days. In advising the Office of Education this Commission works through a steering committee in the Office of which the directors of the Divisions of Secondary Education (Chairman), Vocational Education, and Higher Education are members. The assistant director of the Division of Secondary Education is secretary to both the Commission and the steering committee. Office of Education 473 During 1947-48 a publication entitled Life Adjustment Education for Every Youth was issued and widely distributed. It contained reports on regional conferences which were held during the calendar year 1946, and on the National Conference of May 1947. It also con¬ tained a statement, of common understandings for a program of action and suggestions for uses of the document by local school systems and teacher-education institutions. Manuscript for a briefer descriptive bulletin also was completed during the spring of 1948. At the year’s end, the following activities were under way: 1. A study of the characteristics of high-school students. 2. Plans for a work conference of leaders from Indiana and 6 adjoining States at Indiana University in July 1948. 3. Plans for enlisting the support of chief State school officers and State directors of vocational education at four regional conferences in July and August 1948. 4. Plans for a national conference of State and local leaders during October 1948. All members of the Division of Secondary Education contributed to the program either by studies or by field services. COLLEGE CURRICULAR TRENDS Although there have been significant curricular developments in certain institutions, in the main these have not been sufficiently numerous to indicate a trend. In December 1947, inquiries were made by the Office of Education of 707 colleges and universities about their activities “for education in democratic ideals and prac¬ tices.” Of the 180 institutions replying, 18 percent reported curricular revisions and nearly 42 percent reported the inauguration of new courses to achieve this goal. Of those reporting new courses related to democracy, 13 percent indicated that these were being required. The establishment of a Latin American area-study program at Tulane University (the fourth in a 5-year cooperative arrangement), the inauguration of a European area-study program at Columbia, the Dartmouth experiment with a ‘‘Great Issues” course, the University of Kansas experiment with a required reading course on Western Civilization, and the introduction of a public relations curriculum at Ohio State University (one of the few in the country), all should be noted, although it is too early to know what effect these programs may have on curricula elsewhere. There has been an increasing emphasis on international relations, 474 Annual Report , Federal Security Agency , 1948 particularly on study of the United Nations and its affiliated agencies. Workshop courses on the teaching of the UN were held at 13 universi¬ ties or teachers colleges in the summer of 1948, and several in-service courses for teachers are being established for the current academic year. American educators have also been experimenting with the development of new methods and techniques for use at all levels in helping to train a more world-minded citizenry. To a certain extent, curricular changes reflect the current demands of students, and these demands in turn reflect the needs of business and the professions or the developments on the international front. There is, for example, an increasing emphasis upon Russian language, literature, and history. There has also been a marked student in¬ terest in professional and preprofessional courses and in such tool subjects as accounting. Veterans enrolled in college have shown an especial interest in engineering, in business, and in business law as it relates to real estate, insurance, and actuarial problems. The Ameri¬ can Statistical Association, in cooperation with certain universities, is conducting a job analysis of statistical work in the Federal Govern¬ ment, to the end that improvements may be made in statistics curric¬ ula and that students may be better prepared in the kind of statistical skills and procedures required in the different bureaus and agencies. In engineering education, there is a growing emphasis upon the fundamental sciences, leaving to the graduate school or to practical experience the more specialized applications of science. There has also been a greater liberalization of the engineering curriculum, effected in some instances by adding a fifth year, and in others by substituting humanistic for certain technical courses. On the graduate level a marked increase in engineering education has resulted from the demands of industry for trained research scientists, both theoretical and practical. In teachers colleges, three curricular developments are noteworthy: First, a tendency toward consolidation of methods courses; second, a closer adaptation of the curriculum to the end of happier living; and, third, the adoption of a functional approach in the various professional courses. The first of these rules out the special and separate methods courses in history, mathematics, English, and the like, in favor of a more generalized methods course useful in various subject-matter areas; the second emphasizes vocational and general education; and the third gives new emphasis to child-development problems and community relationships in teacher preparation. The preprofessional and general educational curricula of the teachers colleges have at¬ tracted many students who do not plan to teach. In some of the teachers colleges, general education and preprofessional students greatly outnumber those whose professional goal is teaching. Office of Education 475 In the preparation for various professions, more emphasis is being placed on general education, especially in the social sciences. This is true for example in such diverse fields as engineering, journalism, and librarianship. The broad effect is to devote more time during the undergraduate years to general education, thereby requiring that technical phases of professional preparation be gained in graduate programs, as happened earlier in medicine and law. In junior colleges, and to some extent in teachers colleges also, there has been, increasingly, an integration of courses in the social sciences, in the physical sciences, and in the biological sciences. These and other general courses appeal to the prospective senior- college student and to the terminal-curriculum student alike. There is a growing interest in terminal curricula embracing semiprofessional courses which prepare students for immediate entry into business or industry. A recent study shows, moreover, that 25 percent of the junior colleges offer one or more courses related to some phase of family-life education. In the liberal arts colleges and in the universities, the integration of courses in large subject-matter areas has lagged somewhat, although at Harvard and Columbia an integration of the social sciences has been undertaken in the lower division and the resulting courses have been placed on the required list. College and university faculties are, in general, slow to change the academic patterns under which they and their students have operated. A sample check of institutional offerings indicates that, despite cur¬ ricular developments, such as these just reviewed, there is no indication of a trend toward a thorough-going overhauling of curricula. Tradi¬ tional requirements for graduation still hold, and tendencies toward multiplication of courses seem as pronounced as ever. GENERAL ADULT AND POST-HIGH-SCHOOL EDUCATION The Gallup Poll (July 1947) indicated that 41 percent of all adults desired further education. In 1944 only 34 percent claimed such an interest. The public schools and junior colleges of California in 1947- 48 enrolled an estimated million adults which was a 50-percent in¬ crease over the previous year. While national data are not complete, enrollment reports from other States and localities reflect a similar growing interest. In an effort to document the extent of adult and out-of-school youth education and to identify the types and locations of activities in the field, the Office initiated a national survey which carries over into 1949. Likewise a start was made in developing a formula for the quantitative measurement of adult education programs. 837981 — 49 - 5 476 Annual Report , Federal Security Agency , 1948 Evidence thus far indicates that the public schools are much further ahead in some States than in others in recognizing and meeting the educational needs of out-of-school youth and adults. Thirteen State education departments have full-time and 8 more have part-time directors of adult education. A study by the Office revealed that 21 States provide financial aid to local districts for adult education; 3 States expanded their aid during the year. Undoubtedly difficulties in financing adequate elementary and secondary programs have handicapped the further extension of aid to adult education. A study started during the year revealed that the public schools are rapidly broadening their activities and approaches beyond the evening school in an effort to meet more of the educational needs of adults. Film-forums, conducted excursions, group conferences, workshops, community center activities, little theaters, consultation services to club leaders, educational services to community organizations, adult guidance services, and young adult programs have made forward strides during the year. A study of postgraduate education in high schools showed a general decline in this form of post-high-school education which can probably be attributed to the expansion of adult education programs, junior colleges, and higher education institutions, and to the high level of employment. The expansion of adult education in higher education institutions received much attention. The National University Extension Asso¬ ciation devoted its annual meeting to the subject. In a number of junior colleges the adult programs already enroll more than the regular programs for youth. The President’s Commission on Higher Edu¬ cation, the National Council of Chief State School Officers, and the Temporary Commission on the Need for a State University (New York) all called for the development of community colleges with ex¬ tensive adult education functions. New York passed a law authorizing the establishment of community colleges. Adult education and community development are achieving a closer integration. A committee of the American Association for Adult Education issued a report pointing up this close relationship. In Connecticut, Georgia, Kentucky, Michigan, New York, and other States adult education plays important roles in broad community planning and development activities. Problems. — Problems abound in this growing field. One increas¬ ingly recognized as paramount by professional workers is that of better methods for identifying educational needs together with the development of suitable approaches which will involve more adults in learning activities. The problems and tempo of our culture make Office of Education 477 it imperative that all adults continue their learning throughout life. Traditional methods of identifying those needs and of serving them have involved only a small segment of the population. The Office specialist has been working with a committee in Baltimore in an effort to adapt marketing and consumer research techniques to this problem. The shortage of trained and experienced leaders continues to handicap expansion of the field, even though training opportunities are growing. Most traditional public-school methods have limited applicability with adults. More leaders are being drawn from fields outside the teaching profession, but the newer findings of psychology, sociology, discussion methods, group work, group dynamics, and the other arts and sciences bearing on leadership are too infrequently incorporated into the prepa¬ ration of those working in the field. California embarked upon an extensive program of in-service training during the year. Inadequate materials, especially those suitable to the lower educa¬ tional levels, continue to be a limiting factor although progress is being made. Materials with more diverse and practical content at simpler language levels are particularly needed. While most attention has been given to the public schools, the high interest and rapid growth of adult education make it even more im¬ perative that all organizations and agencies for community better¬ ment combine their efforts toward common ends. The school as the social agency primarily concerned with education has an unsurpassed opportunity during these years of expansion for exerting leadership and serving many of the educational needs of adults. However, even with all the expansion that the public school should make, it cannot and should not attempt to do the total job. HELPING THE UNDEREDUCATED Fundamental education. — The diffusion of ideas through increased contacts among peoples and through modern means of communication has caused a fermentation among the underprivileged throughout the world, and they are beginning to demand improvement in their status. In response to this demand, and as a result of a growing social con¬ science among national leaders, there have sprung up in various places educational efforts to raise the educational and cultural stand¬ ards of less privileged groups. UNESCO has taken cognizance of these efforts, has labeled them “fundamental education,” and has developed a project, by that name, with a view to spreading its benefits throughout the world. The over-all purpose of Fundamental Education as conceived by UNESCO is “to enable men and women to live fuller and happier lives in adjust¬ ment with their changing environment, to develop the best elements 478 Annual Report , Federal Security Agency , 1948 in their own culture, and to achieve the economic and social progress which will enable them to take their place in the modern world, achiev¬ ing the aim of the United Nations to live together in peace.” Literacy education. — Literacy education is one phase of fundamental education. Its need is indicated by the fact that “55 percent of the world’s population can neither read nor write.” Ten million adults 25 years of age and over in the United States are functionally illiterate (have not advanced beyond the fourth grade). In some States the illiteracy among adults is as high as 35 percent. All sections of the population are affected by this illiteracy. More than 4 million are native whites ; more than 3 million are foreign-born whites ; and nearly 3 million are Negroes. The greatest incidence of poverty, disease, and personal maladjust¬ ments in occupational, home, and civic life is found among the least educated. From the standpoint of the national welfare, so large a mass of citizens with little or no schooling becomes a drag on the entire population. The resulting loss of national strength and wealth is incalculable. Furthermore, our democratic way of life is weakened and becomes vulnerable to attack from foreign ideologies and native demagogues to the extent that our citizens are uninformed and lack the tools of learning with which to become informed. The eradica¬ tion and prevention of illiteracy among our citizens can no longer be left to the unprepared, the immature, or the mere well-wishers; nor can it be left to voluntary and unprofessional effort. With this in mind the Office of Education in 1946 undertook the sponsorship of a demonstration project to attack the problem. The Carnegie Corporation of New York assisted in financing the project, and six institutions of higher learning and three public-school systems participated in its operation. Numerous persons and organizations cooperated, including the American Association of Adult Education and the National Conference on Adult Education and the Negro. Inquiries and requests for help have been received from professional and lay leaders from practically every State and from as many as 25 foreign countries. Recently, the Panel on Fundamental Education of the American Commission of UNESCO nominated the project to be one of its associated projects. RURAL EDUCATION Efforts to improve the rural school curriculum are of three types: (1) Broadening educational services to rural youth; (2) making these services more functional; and (3) providing educational experiences more nearly in keeping with the needs and interests of rural children and youth. Office of Education 479 Since rural schools are as a rule small, employing few teachers and providing a limited number of specialized services, the responsibilities of each teacher are enormous and are growing in scope. It is increas¬ ingly recognized that the objectives of the rural school cannot be attained through the traditional methods of teaching. The last few years, and especially the year 1947-48, have seen a lessening of stress on the textbook teaching of school subjects and more emphasis upon teaching boys and girls for life itself in a rural environment. As a result, the rural schools are more and more going into their com¬ munities for curriculum materials, selecting problems needing study, and then doing what they can either in solving or in arousing the com¬ munities to the importance of solving these problems. In short, the rural schools are seeking to utilize learning experiences in the homes, on the farms, in community organizations and industries, and in cooperating with other community agencies. Improvement projects. — These efforts emphasize using the resources of the community for educational purposes, drawing upon available community leaders, and enlisting the interests of youth in studying economic and social problems and improving local diets, sanitary conditions, and the like. Illustrative of these efforts are: (1) the Project in Applied Economics sponsored by the Alfred P. Sloan Foundation which is accelerating its program through which small rural schools can help boys and girls and their families to improve their diets, their homes, and their clothing; (2) the Southern Rural Life Conference at George Peabody College for Teachers which is helping rural schools to improve social and economic conditions in their communities; (3) the Southern Work Conferences and the Committee on Southern Regional Studies and Education which are studying ways of using community resources and conservation projects to make education functional; and (4) hundreds of work¬ shops, curriculum improvement projects, and other experiments by which local elementary and secondary school leaders may learn how to teach in terms of rural life problems. Such experiments as the core — or common learnings — curriculum, school and community cooperatives, and such social and economic service projects as com¬ munity canneries, freezer lockers, school-community-owned power machinery, soil improvement programs, nutrition education and improvement projects, home beautification experiments illustrate this approach. During 1947-48, the Office of Education assisted in improving rural education by publishing information relating to these experiments, by describing outstanding schools, and by providing consultative and research services to State, county, and local leaders in rural education. 480 Annual Report , Federal Security Agency , 1948 Activities of farm and other organizations. — During 1947-48, parents and lay groups studied rural school problems and made changes needed in the reorganization of school districts, in finance programs, in teacher-education plans and personnel problems, and in the educa¬ tional facilities and services. The National Grange formulated a program of “ Needed improve¬ ment in rural education with local control” for the guidance of its members. Various farm organizations cooperated through the American Institute of Cooperation in eight regional conferences of agricultural and educational leaders to discuss what agricultural leaders want the schools to teach. Conference reports were published under the title Farm Leaders and Teachers Plan Together. In Florida, for example, various lay groups joined with professional educators in reorganizing the educational services and helped bring about an increase in financial support. EDUCATION FOR HOME AND FAMILY LIVING To provide systematically for education for home and family living is one of the major responsibilities of the American public- school system. Education for home and family living is that part of total education which equips individuals for effective member¬ ship in the family. Homemaking education is that part of education for home and family living which is centered on home activities and relationships. The total program includes, as major areas of instruc¬ tion: Foods and nutrition, home management, housing, home fur¬ nishings and home equipment, clothing, child development, family health, family economics, and family and community relationships. In the curriculum this year, the following trends were apparent: 1. A growing interest in “total” programs of education for home and family living which meet the needs of family members of both sexes and all ages. — One contribution of the Office of Education to such “total” programs of education and family living this year is publication of the bulletin, Life Adjustment Education for Every Youth , described else¬ where in this report. Here education for homemaking and family living is recognized as an essential part of the basic education of all American citizens. The Office has emphasized in all its work with the States the im¬ portance of teaching all aspects of high-school homemaking from the family point of view and of teaching family relationships in connection with every part of the curriculum. 2. A growing demand for high-school and college courses in marriage and family living for both boys and girls. — Young people on the thresh- Office of Education 481 old of adult life should be competently instructed in the nature of family responsibilities. This is the view of the many persons who write to the Office asking about courses in home and family living for high schools. Staff members of the Office in home economics education, social studies, and health education have all had some part in helping the States to provide for premarriage education in the schools and colleges. The Office also undertook a study of courses in home and family living currently offered in selected high schools. As part of a long- range cooperative plan, initiated 3 years ago, for enriching college work in family life education, a workshop was conducted and a regional conference held for teachers of family relations in college departments of home economics. 3. An increasing awareness of the need for enriching and expanding education in home and family living for adults. — Responsibility for helping the States to meet the needs of adults wishing to study prob¬ lems of family life was shared by specialists in four divisions of the Office of Education. A member of the staff of the Division of Ele¬ mentary Education prepared a discussion guide on ways of teaching democracy in the home, entitled Growing Into Democracy. The adult education specialist of the Office made a national survey of public- school offerings in adult education, including courses and classes in family life education. Another staff specialist prepared simple reading materials on family life for use in the Negro adult education project described elsewhere in this report. In the Division of Voca¬ tional Education, home economics and agricultural education staff members worked together on programs of homemaking education for rural families. 4. Increasing interest in utilizing student experiences as an integral part of this curriculum.- — The richest programs in home and family living are those in which class work is correlated with other activities in the lives of students. During this past year, the school-lunch and home-economics-club programs provided opportunities for vitalizing instruction in several aspects of homemaking and family living in the schools. Through its Inter-divisional Committee on School Lunches, the Office of Education has continued to work with the States this year on educational aspects of the school-lunch program. All State depart¬ ments of education now employ persons giving full or part time to this work, 32 of these supervisors being home economists. These consultants help schools to use the school lunch for laboratory experi¬ ence in the study of foods, nutrition, family health, child develop¬ ment, and family relationships. 482 Annual Report , Federal Security Agency , 1948 In 1947-48 there was further growth in the two organizations for high-school girls studying home economics — The Future Home¬ makers and the New Homemakers of America (for Negro students in the 17 States providing separate schools). These organizations, sponsored jointly by the Office of Education and the American Home Economics Association, have a combined membership of approxi¬ mately 270,000 girls and boys, compared with 245,000 in the previous year, in 45 States, Puerto Rico, and Hawaii. In carrying out club projects, members have opportunities for practical experience with many of the homemaking problems studied in class. 5. Increasing recognition of the importance of democratic procedures in curriculum development. — One of the primary objectives in educa¬ tion for home and family living is to help families teach the democratic way of life. It is essential therefore that procedures used in this pro¬ gram should provide for widespread participation. Such participa¬ tion was exemplified in many ways. The Office of Education has cooperated with a committee of State consultants in elementary education in the writing of a bulletin on Programs for Children Below Six which is helping both parents and teachers to understand better what they can do to prepare young children for living successfully in the world of today. The Office also cooperated in a study of trends in organization and supervision in elementary schools in 52 cities, giving special attention to school- community relationships. The Office assisted the National Conference on Family Life (see below) in the writing of A Guide to the Study of Home-School Relation¬ ships , a compilation of materials sent in by cooperating groups. 6. A growing concern about evaluation.—' Throughout the year, there has been a steady demand from the States for information about techniques and procedures for evaluating work done in family life education. Such procedures have been developed in workshops and conferences with State supervisors and teacher-trainers. 7. A growing awareness of the need for strengthening both pre-service and in-service training of teachers in all branches of education for home and family living. — The family life education movement requires good leaders. A shortage of teachers of home and family living exists, but efforts are being made by the Office to help the States discover new leadership and strengthen their training programs. Conferences were held with the faculties of home economics de¬ partments in 15 colleges to consider ways of strengthening total home economics programs. Interregional and regional conferences have also been held for State supervisors and teacher trainers to dis- Office of Education 483 cuss in-service education. These groups were given demonstrations of new teaching methods and techniques, with special emphasis on procedures for teaching family relationships and for conducting group discussions. 8. The inclusion oj more work in family living , family relationships, and child development in the pre-service training of all teachers. — This is one of the chief recommendations of the National Conference on Family Life mentioned later. Materials which the Office of Education helped prepare for this conference were widely used during the summer of 1948 in workshops and courses for teachers. 9. A growing interest in community organization for education in home and family living. — The Office this year helped 17 communities in 11 States to form or strengthen family life councils or advisory committees. In this work, emphasis has been placed on two points — the importance of helping families to take increasing responsibility for satisfying their own educational needs, and the need for conserving and developing the resources of agencies through cooperative planning. Four experimental community programs, initiated by the Office in 1938, have given assistance to other centers organizing family life activities this year. 10. A growing tendency by national and State organizations interested in education for home and family living to share experiences, discuss common goals, and organize cooperative projects. — The National Con¬ ference on Family Life, the first held in this country, brought together delegates representing 125 national organizations to consider prob¬ lems facing American families today and ways of meeting them. More than 20 members of the staff worked on materials and helped in other ways with the program. The document Education and the American Family, prepared for the conference by the Office, gives a comprehensive picture of educational facilities available to American families. Copies of this material have been sent to chief State school officers and supervisors of home economics in all States. SOCIAL STUDIES AND SOCIAL SCIENCE In content the social studies program is little changed from that of the early 1940’s. In organization, the most common approach above the primary grades remains that of a sequence of discrete subjects. Core curricula and programs providing integration of social studies and other school subjects are still the exception. The situation in the social studies field, however, is not static. 837981—49 - 6 484 Annual Report , Federal Security Agency , 1948 Intergroup relations, citizenship education, international affairs, and cultures of other peoples have received continued emphasis. There has been at elementary and secondary levels a widened effort to approach these topics as part of the broad problem of improving human relations, rather than to study isolated parts of them. The publication Education for International Under standing in American Schools (National Education Association) is evidence of this trend, as is the emphasis on the child development-human relations approach to problems of civic education exemplified by the Detroit Citizenship Study. National concern for a vitalized civic education was reflected in the Zeal for American Democracy program, described elsewhere in this report. In many schools, social studies teachers are participating in curricu¬ lum revision programs which center on such significant trends as the following: (1) Increased attention to child-development research as a basis for the social studies curriculum. (2) Increased use of teacher committees in curriculum revision. This reflects the growing realiza¬ tion that the social studies program will benefit more from in-service education of teachers than through an elaborate printed syllabus. (3) Increased attention to the 12-year program as a whole study of scope and sequence in the social studies program. One concomitant of this trend is the absorption into the program of many “special” materials, such as those on intergroup relations and international understanding, which achieves a more effective, balanced treatment than can be ob¬ tained through special courses on these topics. (4) Flexibility within the curricular framework isj'provided fso that teacher-pupil planning may help meet the needs of a specific classroom group. (5) Increased attention to principles of group dynamics and to democratic pro¬ cedures. This emphasis has come from the realization that by applying these, social studies teachers may work toward multiple goals in¬ cluding: ( a ) Better human relations; (b) more effective citizenship; (c) more opportunity for individual development; (d) a more func¬ tional social studies program, reflecting current needs and problems. In colleges and universities, as in the secondary schools, the move¬ ment toward fusion courses has not been pronounced. New materials brought into the program were introduced, for the most part, in the form of new courses ; and the creation of social science departments or divisions, a quite common development in teachers colleges, has more often been for administrative purposes than for the purpose of fusing or even appreciably reorganizing social science courses. Area-study programs have been introduced, continued, or expanded at various universities, including Vanderbilt, Tulane, North Carolina, Texas, Syracuse, and Columbia. There has also been an increasing interest in Russian and Latin-American history and institutions and in inter- Office of Education 485 national relations, especially as the subject touches the United Nations organization. The social sciences have been given a larger place in the law-school curricula at Chicago and Yale, a development in har¬ mony with that in certain other professional schools, such as engineer¬ ing, journalism, and library science. A development which may have increased significance is the use in some college classes of the Brookings Institution’s study guide and “problem papers” on American foreign policy, so organized as to facilitate the use of the problem method. ZEAL FOR AMERICAN DEMOCRACY During 1947-48, the Office of Education inaugurated the Zeal for American Democracy program, designed to vitalize and improve edu¬ cation in the ideals and benefits of democracy and to reveal the character and tactics of totalitarianism. In this program the perma¬ nent staff of the Office of Education was strengthened by the addition of specialists in the social studies at elementary, secondary, and higher education levels. The Office of Education, in giving leadership and stimulation to the Zeal for American Democracy program, has worked with and through the States in a service relationship. The main emphasis has been upon increasing in the States the awareness of the need for improved citizenship education and bringing to them examples of ways in which such improvement might be accomplished. A Cooperative Procedure The Office of Education does not conceive it to be its function to interpret democracy for educators of the Nation or to tell the States their duties in respect to education for citizenship. But it did seem fitting that the Office focus educational attention on the need for a patriotic emphasis on the privileges and responsibilities of our way of life. The Citizens Federal Committee on Education, an advisory group of representatives of various segments of American life, set forth a declaration of principles entitled “Education for a Free Society.” The National Council of Chief State School Officers also gave official recognition of the need for strengthening the bulwarks of our democratic faith and urged its members to take action within their respective States. The National Council for the Social Studies, in its 1947 annual convention, also pledged its assistance in promoting Zeal for American Democracy . In March 1948, a group of educators representing different sections of the countrv and various educational levels met in Washington to determine how American education could better serve the needs of 486 Annual Report , Federal Security Agency , 1948 democracy. From the conference came many suggestions for activ¬ ities by State systems and professional organizations, as well as for the Office of Education. What Has Been Done The Office of Education has stimulated considerable State activity in the Zeal for American Democracy program through publications, conferences, and cooperative enterprises. Publications. — 1. The February 1948 issue of School Life, official monthly publication of the Office of Education, was demoted to the Zeal for American Democracy program. It has been a Government “best seller”; at the end of the fiscal year approximately 35,000 copies had been sold. 2. Growing into Democracy, a series of pamphlets prepared by the Division of Elementary Education, shows how the principles of our democracy may be inculcated in children through precept and experience. 3. The Division of Higher Education devoted the May 1, 1948, issue of its magazine, Higher Education, to Zeal for American Democracy. A survey of what the colleges and univer¬ sities were doing to strengthen democracy was the major article in the issue. 4. Two issues of Pointers have been distributed to key edu¬ cators. This is a clearing house news letter which keeps school people abreast of activities to improve citizenship education. 5. Study guides for both secondary school and college classes have been prepared by specialists in the Office as an aid to the use of The Strategy and Tactics of World Communism issued by the 80th Congress. 6. Making Democracy Work and Grow, another Office publica¬ tion, contains suggestions for students, teachers, administrators, and other community leaders in their efforts to improve local programs of citizenship preparation. Cooperative enterprises. — In addition, the Office of Education has cooperated with governmental and nongovernmental agencies in pre¬ paring other worth-w'hile materials to be offered the schools and colleges. Specialists of the Office worked with -the staff of the Library of Congress, in accordance with a congressional resolution, in the preparation of a booklet suitable for study by high-school seniors on the principles and practices of communism. They have consulted with the National Council on the Social Studies in its current effort to define and validate the meaning of American democracy. The Office of Education 487 Office held a meeting with representatives of test-making concerns in an attempt to stimulate the commercial production of tests to be used in evaluating programs of citizenship education. Voice oj Democracy contest. — In an effort to make democracy a con¬ scious force in the lives of American school students “What Demo¬ cracy Means to Me” was selected as the theme of a Nation-wide con¬ test for junior and senior high school students. The contest was sponsored by the National Association of Broadcasters, the Radio Manufacturers Association, and locally by the United States Junior Chamber of Commerce, and was endorsed by the Office of Education, which served as consultant. Approximately 20,000 students in 500 communities 'took part in the contest which called for 5-minute presentations in local, State, and national competition. The four regional winners each received a $500 college scholarship and other awards. Field service. — Specialists have served as consultants at State meet¬ ings and educational conferences designed to stimulate activity within the States. During June, eight regional conferences with chief State school officers or their representatives were held. The Office of Education passed on suggestions and accumulated materials to these key people and gathered information concerning the citizenship efforts going on within the States. Several State legislatures have given mandates to their school officers to strengthen citizenship education. WORLD-MINDEDNESS At the same time that they have been trying to inculcate a deeper appreciation of the advantages of citizenship in a free society, Ameri¬ ca’s schools have been trying to encourage world -mindedness among their pupils. The Office of Education, along with other educational groups, has undertaken projects designed to that end. For example, the Office prepared an annotated bibliography of books for young people descriptive of the United Nations and of its member nations, indicating the grade levels at which each book will be most useful. The bibliography enumerates criteria to help teachers, students, and librarians in selecting books to promote international understanding. The Office is further encouraging teaching about world affairs by distributing to schools and colleges sets of the verbatim records of the second session of the first assembly of the United Nations. These historical documents may be used as source material for research in college, for exhibits and special study projects in the schools, and for 488 Annual Report, Federal Security Agency, 1948 fostering general community interest in the United Nations. The Office also distributes letters from foreign students and adults to teachers, schools, colleges, adult groups, and individual citizens throughout the country. Other organizations have likewise promoted world-mindedness among students. The National Education Association has collected samples of the materials used in the schools to illustrate international problems, for exhibition throughout the United States. An NEA report entitled Education jor International Understanding in American Schools describes examples of actual learning experiences which have contributed to the world-mindedness of American school children. The Association has distributed to teachers kits containing pamphlets, leaflets, and posters dealing with methods for teaching international understanding. It also sponsors some 300 high-school international relations clubs. Local units of the American Federation of Teachers have undertaken a critical evaluation of the place of the UN in courses of study in certain city schools. This project includes the gathering and analysis of “ lesson plans/’ special programs, and source materials now used, and recommendations of textbooks. A number of teachers colleges now offer experimental workshop courses on the teaching of world affairs. The American Council on Education sponsored a study entitled “ Improvement of Textbooks and Other Teaching Materials for the Promotion of International Understanding.” The Council also or¬ ganized and sponsored a number of national, regional, and local con¬ ferences that brought together educators for the purpose of furthering interest in world affairs. Results of the emphasis on world-mindedness in the Nation’s edu¬ cational system are indicated in a study made by the American Association of University Women of more than 1,500 schools and junior colleges. About 86 percent of the communities surveyed reported some instruction on the United Nations in the elementary schools, 18 percent in the junior high schools, 96.5 percent in the senior high schools, and 55 percent in junior colleges. Usually such instruction is incorporated in the regular social studies program. SCIENCE IN EDUCATION / 1 The Reports on Science and Public Policy of the President’s Scien¬ tific Research Board (1947) emphasized the need for an ample number of potential scientists annually to enter our colleges and universities and to receive advanced scientific training. These reports urged a Federal program of assistance to aid able students pursuing scientific Office of Education 489 careers and the establishment of a National Science Foundation to increase the number of adequately trained scientists. Volume IV of that report points out that many potential scientists are now lost, in our elementary and secondary schools owing to a lack of proper guidance concerning scientific careers. These reports substantiate the general belief among scientists and educators that our national security and welfare depend on an increased number of well-trained scientists and on a citizenry adequately informed concerning science and its social implications. Improvements in science teaching in elementary and secondary schools will help to discover and nurture more potential scientists. Such improvements will also provide a basic science education of all our people so that they may better under¬ stand the problems, often critical, that accompany scientific develop¬ ments, and thus be able to help intelligently in their solution. Science in elementary education. — The increased emphasis on science at the elementary school level presents two major problems: Training teachers ip science subject matter and in methods of instruction; and preparing curriculum material to guide the instruction and assist teachers in relating science to their over-all program. To assist State education departments, teachers colleges, city schools, and county units with these two considerations, the Office of Education during the past year published a bulletin, Teaching Ele¬ mentary Science , Suggestions for Classroom Teachers , and articles on methods of elementary science instruction in education magazines; and provided consultants to State departments of education and local school systems engaged in in-service training of teachers and in pre¬ paring materials for elementary science instruction. Science in the secondary school. — On the secondary school level, science education for specialization and science education for effective citizenship present some clear patterns of curriculum organization and methods of teaching. At the junior high-school level many boys and girls identify their special interests and abilities. Therefore science courses on this level may effectively offer varied activities for youth to experience science as a constantly developing field concerned with personal, home, and community life and opportunities for useful, interesting, and rewarding careers. Although some schools are developing general physical science courses, most high schools offer separate courses in physics and chemistry. Only a few schools provide specialized courses in bio¬ logical science. Many high schools, especially smaller ones, have the problem of attracting and holding teachers who can teach science courses designed for the general student body and who can also help the career-seeking student. There is the problem of providing room 490 Annual Report, Federal Security Agency , 1948 facilities and equipment for experimentation, project work, wide reading, use of visual and auditory aids, and consideration of com¬ munity resources. To aid State education departments and local systems in solving their problems, the Office of Education provided the services of two specialists for science to work with teachers, supervisors, and educa¬ tional leaders in work conferences, curriculum revision projects, and in-service training sessions and to cooperate with professional and scientific organizations endeavoring to improve high-school science teaching. A research project was launched to discover the condition of science teaching in the high schools and to identify the most troublesome problems. Leaflets were prepared to help State leaders and science teachers in colleges and universities, and in schools. Science in higher education. — Science instruction in institutions of higher learning is concerned with the offering of introductory survey courses in biologic and physical sciences to students at the freshman and sophomore level in programs of general education, and with specialized courses, both elementary and advanced, for students following curricula designed to prepare them for careers as doctors of medicine, engineers, chemists, biologists, physicists, entomologists, and specialists in other scientific fields. Bachelors’ degrees in these fields constituted about 42 percent of all bachelors’ degrees granted by American colleges and universities in 1948. From such students as these will come our future research scientists who will advance the frontiers of knowledge, our future doctors, engineers, and industrial scientists who will develop practical application of their discoveries which will enhance our general health, welfare, comfort, and security and raise our standards of living; and our future teachers of theoretical and applied science who will help educate the oncoming students in these fields. There is a pronounced trend toward the unification of science, toward a break-down of the former rather rigid boundaries between such fields as chemistry, physics,, and biology. As research increases scientific knowledge, it is found that the distinctions between them become quite tenuous. Consequently, there is growing recognition of such specialties as physical chemistry, biochemistry, biophysics, geophysics, and biogeography. The importance to our national economy of an adequate supply of well-trained scientists, the increasing complexity of each of the specialties, and their growing interdependence have led the colleges and universities to increased efforts in interesting superior youths in careers in science, toward supplying them with an effective and authoritative guidance service at the college level, and toward assisting the secondary schools in similar efforts. Office of Education 491 AVIATION EDUCATION The growing need for and importance of aviation education in American schools was brought out in two reports and in statistics gathered from latest official records. One of the reports, issued by the President’s Air Policy Commission, concerns itself with the problems of national survival in the air age and makes recommendations for the national defense. The other was by the Congressional Aviation Policy Board, which independently investigated and reported on a desirable aviation policy for the United States. Among other recommendations are: “An aeronautical educational program should be established throughout the public school system in order that the basic problems of the air age — global geography, meteorology, navigation, mechanics, communications and the rudiments of flight — are well understood by future generations.” To meet the needs of the air age, universities and colleges are undertaking to provide advanced training for scientists and engineer-* ing specialists. Vocational schools and classes are offering training in aircraft mechanics in an increasing number of States. At year’s end the Office was engaged in a survey of the technical school training of the Air Training Command, U. S. Air Force. Progress is also being made in implementing the recommendations of the Congressional Aviation Policy Board in the curricula of ele¬ mentary and secondary schools. Teacher- training institutions, to meet the needs of teachers in training, are offering new air age educa¬ tion courses. The Civil Aeronautics Administration reports that such summer Air Age Education activities reached a new high of more than 100 workshops, enrolling approximately 15,000 teachers. The Office of Education cooperated in furthering the development of effective programs in aviation education, especially in the secondary schools, by participation in a national air age education conference and in conferences and projects of the Civil Aeronautics Administra¬ tion and the American Council on Education dealing with aviation education. Its specialist on aviation education prepared a statement for School Life suggesting ways of introducing aviation education .in the curriculum of the secondary schools. Also published was an annotated bibliography of aviation periodicals intended to help teachers and pupils. HEALTH AND PHYSICAL EDUCATION During the past year there has been increased interest in the health of the school child. Thought is being given to the role that the schools should play in two respects: The preparation of healthy, 492 Annual Report, Federal Security Agency, 1948 informed citizens for peacetime activities; and the health and physical development of secondary school students in anticipation of possible military service. Health education. — There has been a noticeable increase in interest in health instruction on all levels — elementary school through college. In the secondary school the trend is to offer health instruction in concentrated courses rather than in the 1-hour-per-week plan. There is a need for qualified teachers in health instruction. A study by the Office of Education indicates that only about 10 teachers colleges are offering a major in this field on the undergraduate level, although others are planning to start such programs. More teachers colleges are giving consideration to the inclusion of health education in multiple-subject combinations as an aid to small high schools. Increased recognition is being given to the desirability of all teachers having a basic preparation in health education. The need for in-service preparation in health education is pressing. Some three hundred health education workshops and institutes which were held throughout the country during the past year are evidence of this need and interest. A regional demonstration workshop on teacher education for health in the secondary schools, sponsored and directed by the Office of Education, was held in June at the University of New Mexico. Participants from State teachers colleges and State departments of education came from a 4-State area. Physical education. — The state of physical fitness of the American people, brought to light during the war, resulted in widespread in¬ terest in physical education and in more concern for the physical development of children during their formative years. The new Selective Service Act has revitalized interest in this aspect. The values of a graded, progressive program of physical education during the elementary school years are also more generally understood. The “child growth and development” movement throughout the Nation has focused attention upon boys and girls and their needs for protec¬ tion, guidance, and developmental activities. In pre-service and in-service experiences, more attention than' heretofore is being given to the preparation of elementary teachers to give instruction and guidance in physical education. There is a tremendous growth of competitive athletics involving children of elementary and junior high school age and sponsored by schools or nonschool agencies. Such programs create the problem of retaining the values of appropriate sports participation, while avoid¬ ing high-pressure competition, and its undesirable concomitants, with the normal interests and maturity levels of children. The Office of Office of Education 493 Education in cooperation with other national organizations is studying this matter. The number of teachers in training in physical education is com¬ paratively large. The supply of men teachers should soon meet the normal demand. There is still a need for women physical educators and for those who specialize in physical education for the elementary school. In July 1947, world-wide attention was given to physical education at the Tenth International Conference on Public Education, Geneva, Switzerland, at which the Office of Education was represented. The Conference considered “that physical education should play an im¬ portant role in all stages of education” and that “physical education has for the development of human beings a real value which is not merely physical but also moral and social.” The Office of Education also took an active part in the National Conference on Undergraduate Professional Preparation for Health Education, Physical Education, and Recreation, the first of its kind, held at Jackson’s Mill, West Virginia, in May 1948. Its report is aimed to help colleges better to prepare teachers in these fields. Outdoor educational experiences. — There is an ever-increasing need for real and direct learning experiences in the educational development of youth. Many such learning experiences can be more effectively provided outside than inside the classroom, and in many instances can only be achieved outside the classroom. Last year witnessed a growth of school-sponsored outdoor activities, including day camps, week-end hikes and excursions, longer-term camps, field trips, and the like. Local and State systems have given thought to extending school services on a year-round basis with more opportunity for outdoor education. The Office of Education gave leadership to several conferences on this subject. The general areas to which the school camp can make major educa¬ tional contributions are: (1) Social living; (2) healthful living; (3) outdoor science and nature study; (4) work experiences; and (5) recreational living. For the elementary school the camp period varies from short trips in day camping to 2-week periods distributed on a year-round basis. The children and the teacher go to camp, live and learn together, and explore new experiences not available in the classroom. For secondary and post-secondary youth groups, the camp periods may be longer. The program is stepped up in certain respects, with particular emphasis upon citizenship in the camp community-conser¬ vation-centered work projects, health and physical development, and recreation. There are also many applications of secondary school 494 Annual Report , Federal Security Agency , 1948 subjects and activities, such as those associated with science, shop, and homemaking. Experiences in conservation are joined with work projects that can be provided on large land areas and which represent service in the public interest. Such experiences may also help to prepare youths for adjustment involved in military service. Teaching Personnel TEACHER SUPPLY The foremost problem in teacher personnel administration during the year was the continued shortage of teachers. Gains in staffing the public shools and colleges were spotty and unexpectedly slow. Recovery was made in many cities, and in most academic high-school subjects; but in elementary and rural schools, and in a few special and vocational subjects, it was often nonexistent. Recovery was slowest in areas where the need for it is greatest and where personnel with substandard qualifications have long been employed. In 1947-48, the total number of holders of emergency permits was estimated by the Office of Education to be nearly 100,000. One Chart 3. — Number of emergency teaching permits in use in selected years , 1940-48 1940-41 '41-42 '42-43 DEC. '43* DEC. '45 '46-47 ’47-48 Office of Education 495 teacher in every 7 or 8 was unable to meet the requirements for regular certification that have prevailed with almost no change for the past 5 years. There was some encouragement, however, in these figures, for they signified the continuance of a favorable trend that began in 1946-47. The number of permit holders, instead of decreasing when the war ended, continued to increase until 1946-47, when the total reached a high point of 127,016. It is probable that the decline last year will continue, although at a far slower rate than the Nation’s generally favorable economic condition and its needs for improved educational services would seem to justify. To assist in meeting this “number one problem” of American teacher personnel, several specialists of the Office participated in national, regional, State, and institutional meetings and conferences on teacher supply and demand problems; prepared circulars, articles, press re¬ leases, advertisers’ copy, and other materials showing the nature and extent of the shortage; and otherwise participated in efforts to reduce the over-all shortage of teachers. One of the most difficult problems of the public schools has been the great differences among States in the ability to purchase teaching services. There is a variation in the minimum requirements for the regular certification of elementary school teachers among States, ranging from high-school graduation or less preparation to 4 years of college work. The average level of the scholastic qualifications of emergency teachers in some States is higher than the average qualifi¬ cations of regularly certificated teachers in other States. Some schools have reported as many as 2, 3, or even 4 years’ difference between the qualifications of emergency and of regular teachers. States such as New York, New Jersey, and Rhode Island, which issue relatively small percentages of emergency permits, not only have high standards, but also pay above-average salaries to their teachers. They usually maintain satisfactory teacher retirement systems, and are otherwise favored with economic, social, or educational conditions that place teaching in a favorable competitive condition with other vocations in the employment market. High certification standards have an influence of their own in at¬ tracting and holding teachers. The profession undoubtedly has greater prestige in the minds of prospective teachers and of the public in high-standard than in low-standard States. Degree graduates stay in teaching longer than teachers with little or no college preparation, thus reducing turn-over and demand for new teachers in high-standard States. The wide differences in educational opportunities resulting from differences in ability to support education, including adequately pre¬ pared teachers, led to continued efforts by the Office to help upbuild 496 Annual Report , Federal Security Agency , 1948 the qualifications of teachers. Circulars on teacher-certification re¬ quirements were prepared, data on rural and other substandard schools were collected, and studies of the financing of local and State school systems were made to provide useful information to field workers concerned with this problem. An important cause of the teacher shortage has been continued reduction in the source of supply of prospective teachers. Until the last year or two, the supply was drying up at its sources in colleges and universities. At one time during the war, enrollments in teachers colleges were cut in half. During the year, prewar enrollments were largely regained, but approximately three-fifths of the students were veterans, many of whom did not plan to teach. The need for much fact-finding by national agencies, including the Office of Education, concerning the distribution of students and grad¬ uates among the various teaching fields, is shown by the poor distribu¬ tion of graduates among such fields. In 1948 the total supply of newly prepared elementary school teachers, including those that grad¬ uated from short 1-, 2-, and 3-year curricula, as well as from 4-year curricula, was only 73 percent of the supply in 1941. The supply of newly prepared high-school teachers, however, was 105 percent of that in 1941. Nearly two-thirds of the prospective teachers to be gradu¬ ated this year are preparing for service in the high schools, whereas approximately two-thirds of all public-school teachers in service are in the elementary schools. School officers in several States report that a normal supply of elementary school teachers cannot be expected in their States for some years. Approximately a million more children were born in 1946 than in 1935. The “hump” in the school enrollment curve, passing succes¬ sively through the several elementary and high-school grades and college years, will add appreciably to the future demands for new teachers on every school level. The National Education Association estimates that about 130,000 additional elementary teachers will be required in 1952 over the number required in 1947. A substantial increase in the need for high-school teachers will follow. Even the supply of elementary teachers that is available is, to a large extent, a supply of underqualified teachers. Nearly half of the supply consists of certificated elementary teachers who are not college graduates. Almost one- third of the supply has no more than 1 or 2 years of college preparation. To bring the qualifications of more than a half-million teachers up to standard requires a major effort in which national, State, and local agencies will need to cooperate over a period of many years. Although the total supply of prospective high-school teachers is increasing rapidly, serious disparities still exist in the supply of Office of Education 497 teachers of the various high-school subjects. More than one- third of the States foresee an oversupply of teachers holding standard high- school certificates in one or more of the social studies, English, and physical education for men. Foreign languages, in which surpluses of teachers were often reported before the war, may later be added to the list. The number of college graduates prepared to teach the natural and social science subjects, physical education for men, industrial arts, and certain other subjects is now significaDtly in excess of the number in 1941. In contrast, the number of graduates prepared to teach home economics is only 74 percent of the number in 1941. Other vocational or special subjects in which the supply of trained graduates is still less than in 1941 are commerce, library science, agriculture, and music. These conditions call for an intensification of student guidance activities, the effectiveness of which in turn depends largely upon the dissemination of reliable teacher supply and demand information at the national and State levels. The Office through its specialists, including its guidance service, participated in disseminating such information in printed materials, public addresses, work conferences, and consultations. The Office also assisted in teacher-recruitment activities during the year by publishing a bulletin titled Teaching as a Career , Provi¬ sion of scholarships, drives for students, “guidance” activities, inspira¬ tional publications, and like devices are temporarily effective and have their place in the recruitment for the teaching profession. But experiences with teacher shortages in recent years make it clear that it is relatively futile to recruit teachers if the profession of teaching is not sufficiently attractive to hold them after they are recruited. The activities of the Office were therefore directed as much as pos¬ sible toward the improvement of the working and service conditions in teaching, and to the upbuilding of the prestige of the profession. In addition to modest gains in teachers’ salaries during the past decade, the number of States having teacher-retirement or pension systems increased greatly until all States now have such systems. During the year, approximately half of the States liberalized their retirement provisions, and a few completely revised their retirement laws. The attainment of improved conditions in teaching constituted a solid and enduring means of recruitment in which the Office has had some part throughout the recent years of teacher shortage. At the higher education level, teacher shortages are perhaps not numerically serious for the profession as a whole. They are a grave problem, however, in certain of the social sciences, the physical sciences, and other fields in which competition of industry is a factor. Furthermore, the time-lag which commonly occurs between changes 498 Annual Report , Federal Security Agency , 1948 in economic conditions and in salaries serves as a deterrent to many qualified persons who might otherwise enter the profession. The frequent appointment of teaching assistants with little preparation and with little or no experience points clearly to a serious shortage, in certain fields, of qualified teachers. TEACHERS’ SALARIES As a result of vigorous programs of public information conducted cooperatively by many lay, professional, and governmental agencies, Chart 4. — Actual salary and real wages 1 of teachers , 1939-48 1939- ’40- ’41- ’42- ’43- ’44- ’45- ’46- ’47- 40 4 1 42 43 44 45 46 47 48 i Actual salaries adjusted to consumers’ price index. Office of Education 499 including the Office of Education, teachers’ salaries were increased more than 10 percent during the year. The increase was made in a number of States, and in thousands of city and other school systems. Nevertheless, the increasing costs of living wiped out most of the gains. As one result, the serious shortage of elementary teachers that has persisted for more than 5 years continued with little or no improve¬ ment. Although the average salary of public-school instructional staff in¬ creased from $1,440 in 1939-40 to an estimated $2,550 in 1947-48, the value of the dollar decreased during the same period to such an extent that the salaries paid in nearly half of the teaching positions in this country are still not worth as much in purchasing power as they were in 1939-40. Moreover, this 77 percent increase in the number of dollars paid teachers is exceeded considerably by the percentage of increase in the average salaries and wages paid in private employment. The disparity has caused the loss of several hundred thousand teachers during recent years. . Teachers’ salaries differ greatly among different groups of teachers, among the several States, and among school systems within States. Teachers in cities average nearly twice the salaries of teachers in rural areas. Average salaries paid in some States are nearly three times those paid in certain other States. Chart 5. — Salaries of teachers and per capita income , 1939-40 and 1947-48 PERCENT 300 250 200 150 100 50 0 500 Annual Report , Federal Security Agency , 1948 Larger salaries are paid to high-school than to elementary school teachers, on the average, although progress is being made toward an equalization of pay for these two groups. This inequality partially accounts for the continuance of a shortage of elementary school teach¬ ers. Improved salaries for high-school teachers assisted greatly in restoring a fairly normal supply of teachers of academic subjects. Improvements were made in minimum as well as average salaries. At least 4 States reached a minimum $2,400 annual salary during the year, and more than one-third of the States and many local school systems raised previous minimums. There are indications of a general increase in salaries paid teachers in colleges and universities. For 1947-48, the increase seems to have averaged about 12 percent over the previous year. Compared with the increase during the year of about 23 percent in the cost of living, salary increases for college teachers were not enough to keep pace. A study of salary administration made by the Office of Education during the year brought out the great emphasis placed by many colleges on academic training and seniority rather than on teaching ability as criteria in appointing and promoting college teachers. TEACHER EDUCATION Problems of teacher education center on the preparation of more than 90,000 teachers annually, improvement in qualifications of several hundred thousand teachers in service, the extension of the body of professional subject matter, and the improvement of procedures in teacher education. The Office staff in teacher education assisted during the year in solving these problems in cooperation with institutions approved for the education of teachers; with State departments of education; with local schools and school systems; with national, regional, State, and local school organizations; and with other agencies. The areas in which services were rendered included the improvement of the organi¬ zation, administration, student and staff personnel management, cur¬ ricula, instruction, and plant facilities of the teacher-education insti¬ tutions. Most of the problems in teacher education have increased in magni¬ tude because of adverse wartime and postwar conditions. The short¬ age of personnel has been serious. The necessary diversion of educa¬ tional efforts to the purposes of the war left a huge backlog of peace¬ time jobs to be done. Almost no progress was made between 1941 and 1947 in elevating the low requirements for teachers. In fact, in 1 State recently, half of all teachers could not meet the relatively low Office of Education 501 prewar standards of certification because of inadequate preparation. Teachers for rural schools present a somewhat special problem. Because of the variety of circumstances they meet, rural teachers must receive much of their preparation in the form of in-service training. This calls for supervisors who can help them on the job. Recent reports show that the number of supervisors has practically doubled during the past year or so. The Office has assisted in work¬ shops, conferences, summer schools, and the like, designed to increase the effectiveness of the supervisors. Improvements in the preparation of instructors for colleges and universities have been demanded more or less continuously for at least two decades, with almost no results. Recently, however, re¬ newed interest has been shown in the education of college teachers, and the evidence indicates that at last some action is likely. The Report of the President’s Commission on Higher Education stressed the need for reconsidering the program of the graduate school insofar as it is used to prepare college-level instructors. The Commission outlined the needed reforms, emphasizing broad scholarship and knowledge of the basic skills for transmitting knowledge to others, as well as competence in a special field, and recommending an internship experience. Another special study of the preparation of college teachers is being made by a committee of the American Association of Colleges for Teacher Education. A few universities, among them Syracuse, Harvard, Columbia, and Chicago, have either instituted or are con¬ sidering the setting up of new graduate curriculum specifically de¬ signed to prepare college teachers. The outcome of these efforts may mark the beginning of a new trend in the professional preparation of college teachers. EDUCATION OF NEGRO LEADERS If society is to survive and advance, it must provide itself with leaders. One of the most effective ways to provide the kind and number of leaders needed in our modern age is through graduate and professional instruction in our colleges and universities. It has only recently been recognized that the limitation of opportunities for Negroes to prepare themselves on the graduate and professional levels deprives the Nation of developed powers, talents, and skills which are so greatly needed in the effort to make progress and in the struggle to maintain our position of leadership. Because of the growing interest in this matter, the Office of Educa¬ tion in 1947-48 undertook a Study of the problem, and a publication based thereon, The Education of Negro Leaders , was completed. 502 Annual Report , Federal Security Agency , 1948 This study makes it clear that there are many factors contributing to the need of increased opportunities for education leadership for Negroes; among them are the reduction of illiteracy and the increase in school enrollment, attendance, and graduation. These mean that (1) the source of supply of Negro graduates and professional students is growing at an accelerating rate ; (2) greater numbers of students are remaining in high school and college until graduation; (3) there is an atmosphere among Negroes increasingly conducive to intellectual pursuits; (4) the educational advance among Negroes calls for an ever-growing number of persons trained on the graduate and pro¬ fessional levels; and (5) the rising educational level of Negroes makes them more desirous of and capable of using professional services. They will probably be more able to pay for such services, which in turn may serve as an incentive to further graduate and professional study on both a pre-service and in-service basis. In addition to educational factors, economic and social factors, such as scientific and technological development, indicate a need for an increase in the number and quality of Negro leaders. The mechani¬ zation of agriculture, for instance, has resulted in mass migration of hundreds of thousands of Negroes from rural to urban areas and from the South to the North and West. The Bureau of Agricultural Economics, United States Department of Agriculture, estimated that by the early 1950’s more than one-half million persons, many of whom are Negroes, will be “pushed” from the farms in the Southeastern States alone. In 1940, more than 600,000 nonwhite urban migrants (97 percent of whom were Negroes) had been rural residents in 1935. Practically every Southern State lost heavily in Negro population during the decade from 1930 to 1940. In 1940, for example, 200,000 Negroes who were born in Georgia were living in 6 Northern States alone, and 58,000 who were born in South Carolina were living in New York. This mass migration not only creates rural and urban problems calling for wise leadership, but the growing urbanization increases the demand for types of services which only highly trained persons can render, especially in the fields of education, social welfare, housing, health, and recreation. Technological developments and the tendencies toward fuller par¬ ticipation by Negroes in American economic life are also opening up opportunities in activities such as aviation, refrigeration, radio, physical and biological chemistry, business, and public service. To prepare properly for these opportunities calls for improved opportuni¬ ties for higher education for Negroes. Far- visioned leaders are be¬ ginning to recognize this need and to realize its importance for national progress and democratic world accord. Office of Education 503 CITIZENS FEDERAL COMMITTEE ON EDUCATION Two years ago the Citizens Federal Committee on Education was organized to advise the Office on the broad national aspects of educa¬ tional problems. One of its first tasks was to present the facts about the crisis in education to the American people. Through the inten¬ sive services of the Advertising Council of America — a public service organization representing all phases of the advertising business — the Committee continued during the past year to foster its highly success¬ ful Nation-wide “Improve Our Schools” campaign. Many millions of American citizens heard education messages broadcast on almost a thousand network radio programs and read hundreds of advertise¬ ments in magazines and newspapers. The Citizens Federal Committee also called the public’s attention to the need for school improvements by publishing a progress report titled Citizens Look at Education in late 1947. Prepared by the Com¬ mittee’s Subcommittee on the Teacher in America, the report said in part: “The present school year marks the beginning of a turn for the better in education in the United States. We have made real progress. There has perhaps never been a time when citizens were more willing to support necessary improvements to the schools. But interest may wane if people get the false impression that the gains of the past year spell the end of the educational crisis. That is why any progress report must also stress what remains to be done.” Nor has there been any slackening in the Committee’s efforts in behalf of American education in view of the continued increase in the cost of living. The relationship between this vigorous campaign and the fact that almost all State legislatures have taken decisive action to improve their schools since the campaign began may only be coincidental, but the relationship undoubtedly does exist. Educational Services and Facilities HEALTH SERVICES School health services received increasing attention from a large number of sources, both educational and noneducational during 1947-48. The National Health Assembly held in Washington in May 1948, made these, among other recommendations: That a national conference on school health be called; that similar State conferences be called; that local full-time public health units be sponsored because of the contribution they can make to the health of the school-age child; that teachers be better trained in functional health and physical education; that the mental hygiene program be extended. 504 Annual Report , Federal Security Agency , 1948 The planning meeting for the 1950 White House Conference on Child Health and Protection laid the groundwork for emphasis on the health of the school-age child at the Conference. Representa¬ tives of the Office participated in this planning. The American Medical Association in the fall of 1947 held a confer¬ ence on the physician and the school health and physical education program. Besides members of the Office of Education participating in this conference were representatives of a large number of official and nonofficial agencies. The objective was to implement the policies agreed upon by the joint committee of the American Medical Asso¬ ciation and the National Education Association. The conference did much to make for a better understanding of the part that various organizations and individuals play in the school health program. The report was published as The Physician and the Schools by the American Medical Association. The American Dental Association increased its emphasis on the preventive dental program among school children, and on the educa¬ tion of parents, children, teachers, and dentists in steps to minimize dental disease and to care properly for the teeth, particularly of children. Sodium fluoride experiments in the prevention of dental caries were expanded, partly by increased appropriations for this purpose through the Public Health Service. There have been a number of conferences and workshops oh a national, State, and regional basis dealing with health service, health teaching, mental hygiene, and healthful living in schools, teacher¬ training institutions, and colleges. The Office of Education partici¬ pated in the planning and carrying out of several of these conferences. There has been shown a marked interest in the mental hygiene train¬ ing of teachers and the mental hygiene program in schools and col¬ leges. The preventive side of mental hygiene is beginning to be understood better and teachers are alerted for early signs of per¬ sonality difficulties and undue emotional disturbances among pupils. Experimental work in vision testing in schools was started in the St. Louis schools where the education and health departments are cooperating with national agencies, such as the American Society for the Prevention of Blindness, the American Academy of Ophthal¬ mology, and the Children’s Bureau. Among other studies is one started in Oneonta, New York, where a comparison is being made between the Wetzel-Grid and the Stuart-Meredith systems of weight and measurements as a screening device to detect pupils who need more skilled health advice and medical attention. An indication of the increased interest by schools in health pro¬ grams is shown by the increase in the number of school nurses em¬ ployed by boards of education in 1948 as compared to 1947. There Office of Education 505 was an increase from 4,637 in 1947 to 5,019 in 1948, or 8.2 percent. In 1947 the schools employed 30.5 percent of the public health nurses employed by local official agencies, and in 1948 employed 30.8 per¬ cent. The continued shortage of personnel in the health field is shown by the many unfilled positions for school doctors, nurses, and dental hygienists. AUDIO-VISUAL SERVICES Radio The past fiscal year was a period of continuing progress in the use of radio and related audio media in education. Not only were there increasing indications that schools are coming to regard the use of these media as an integral part of the over-all curriculum, but teachers, themselves, are tending, more and more, to look upon training in the use of audio devices and materials as an essential part of their pro¬ fessional preparation. This is evidenced by the fact that registra¬ tions in summer teacher-training courses in radio reached a record total of 5,000. Equally significant is the fact that the number of radio stations owned and operated by schools and colleges has more than doubled since the war, now totaling 79; and that student radio¬ production workshops in schools and colleges have now increased to a point where local production of worth-while educational and com¬ munity-service programs is fairly common in all sections of the country. With this added interest have come increasingly heavy demands upon the staff and the resources of the Office to provide practical assistance to schools and colleges in program planning and production, in developing and refining instructional techniques for use with radio programs and program-recordings, and in relation to problems involv¬ ing audio-equipment selection and use. Pertinent technical develop¬ ments and new trends in program planning and production were studied continuously by the office professional staff, and many of their findings reported in the monthly FREC Service Bulletin (Federal Radio Education Committee) and in publications of the Office. The revised edition of the Office publication, FM For Education, gives extensive information on administrative problems involved in planning an educational FM broadcast station. School Sound Sys¬ tems and School Sound Recording and Playback Equipment, published by the Office of Education— Radio Manufacturers Association Joint Committee on Standards For School Audio Equipment, provide guidance to teachers and school administrators in the selection and 506 Annual Report , Federal Security Agency , 1948 use of audio equipment items. The periodically revised script and transcription catalogs carry annotated lists of educational programs available through the Radio Section of the Office. Script loans for the year totaled nearly 12,000, an increase of 30 percent over the preceding year, and transcription loans totaled approximately 3,000. In response to the demand from teachers, for information concerning colleges offering specialized training in these newer instructional media, the Radio Section, each year, publishes a revised Directory oj College Radio and Television Courses. Visual Education After a rapid growth in visual education during the first 2 postwar years, stimulated by the experience of the Armed Forces with visual aids, there was a tendency toward stabilization in the year 1947-48. The shortage of projectors became less acute as supply caught up with demand. Sales of films fell off, as other demands cut into school budgets. In general, there was a healthy reappraisal and readjust¬ ment to the realities and the potentialities of visual education. Sales of Office of Education training films decreased 6.5 percent from the previous year. These films- — 457 motion pictures and 432 filmstrips- — produced as part of the war-training program during 1941- 45 have had a greater postwar than wartime demand. Since 1944 the Office has collected a royalty on each film sold, and more than $175,000 has been returned to the U. S. Treasury. As in previous years, Castle Films, Division of United World Films, Inc., was awarded upon a competitive bid basis the contract for the distri¬ bution of Office films. Table 3.— -Sales of Office of Education training films Number of prints sold Fiscal year Motion pictures Filmstrips Total 1941-42 _ 9, 700 7, 973 3,027 7, 200 7, 135 7, 745 5, 673 0 0 1, 250 5, 509 8, 192 8, 724 9,728 9,700 7,973 4, 277 12, 709 15, 327 16,469 15, 401 1942-43 _ _ _ 1943-44 _ . . _ 1944-45 _ _ _ 1945-46 _ 1946-47 _ _ _ 1947-48 _ The Office of Education continued to act, during 1947-48, as a service agency in facilitating the release, for educational purposes, of ■films produced by other Government agencies. This service was started in 1943 when the Navy Department and the Army Air Corps released training films to the Office of Education for use in pre-induc¬ tion and pre-flight training courses; and the Office in turn made the Office of Education 507 films available to the public through its distribution contract. At the end of 1947-48, the Office of Education was handling 1,051 films and filmstrips of 10 different Government agencies. Of this number, 62 were released during 1947-48. Approximately half of the buyers of Office of Education and other Government films during 1947-48 were schools and colleges. World¬ wide interest in visual education is indicated by the fact that 25 per¬ cent of the sales were to foreign countries. A number of research projects devoted to visual education were inaugurated. Financed and directed by the Navy Department, a series of research studies were undertaken at Pennsylvania State College and the University of North Carolina. A study in the use of motion pictures in rural education was undertaken at the University of Nebraska, and one in teacher training in the use of visual aids at Washington State College. Thirty-five doctoral investigations in audio-visual education were reported being made in 1947-48. In the spring of 1948 the Office began an analysis and evaluation of all research in visual education which had been done since 1940. A provocative study, sponsored by seven book publishers and made by a market analyst, to determine the school market for educational films showed a comparatively small market and advised publishers against entering the educational film field. There is, however, an increased interest in visual education. Membership in the Division of Audio-Visual Instruction of the National Education Association doubled that of the previous year, which in turn had doubled that of 1945-46. Attendance at the Division’s meetings held in connection with both the American Association of School Administrators and the NEA Convention doubled that of the previous year. This growth in interest was also evidenced in a 100 percent increase in the number of inquiries and requests for information on visual aids answered by the Office of Education. To answer inquiries and to help teachers, school administrators, and community leaders locate and obtain educational films, the Office compiled and published a directory of 16-mm ffim libraries and a descriptive bibliography of the film catalogs of various agencies of the Government. The Office, in May 1948, as part of its Zeal jor American Democracy program, began to prepare for publication a bibliography of motion pictures on democracy. GUIDANCE In the elementary schools, guidance techniques are being used to identify pupil traits. The facts discovered are employed to adapt 508 Annual Report, Federal Security Agency, 1948 the teacher’s methods and objectives of instruction more closely to the children’s needs. The trend is for teacher-training institutions and supervisory officials to stress anew the technical means of dis¬ covering factors of the child’s growth and development, with the principal object of making each day in school a step in individual progress. The guidance program becomes an important weapon in attacking certain evils of mass education. At the secondary level the trend is for the guidance program on the one hand to outline itself more clearly as a set of workable procedures. On the other hand, the guidance program is being required to yield results both for the individual pupil, and for the school in making the whole curriculum respond to the pupils’ identified needs, abilities, and interests, and to the community’s requirements. These trends have reflected themselves in many specific forms of organized guidance programs. They have also been reflected in a steady effort to have all members of the school staff participate in extending the purposes of the program and in carrying out appropriate techniques in the daily contacts of teachers with individual pupils and with their classes. These objectives call for trained guidance specialists, and instructional and administrative staffs who understand and can take advantage of guidance services. Several professional activities, all aided in various ways by the Office of Education staff, illustrate guidance developments. At least three different groups are dealing with counselor training. These are the National Vocational Guidance Association, the American Psychological Association, and the National Association of Supervisors of Guidance Services. Reports from these three groups indicate considerable agreement in recommending training geared to the duties counselors perform and based on sound professional content and method. A second activity is that of evaluating both guidance practices and guidance results. The Cooperative Study of Secondary School Standards has begun a revision of its criteria, one of which is designed to measure the extent of provisions for guidance in secondary schools. Meanwhile a comprehensive study of the same subject has been undertaken by the National Association of Supervisors of Guidance Services which has evolved a set of criteria for experimentation in schools before a final report is made. One State-wide study in Vir¬ ginia measured the changes which may have occurred in the indi¬ vidual’s habits, attitudes, and adjustment as a result of counseling services — a more difficult kind of research. Endeavors of this sort indicate a wholesome trend toward discovering to what extent the guidance program as a whole shows returns on the time and money invested in it. Office of Education 509 A third activity has been the organization of State guidance pro¬ grams under the provisions of the George-Barden Act. Forty-four States have made proposals for establishing counselor training, super¬ vision, and local counseling, reimbursed in part by Federal funds. The development of these programs is beginning slowly, waiting upon further Federal appropriations and State and local organization and administration, to emerge into full growth. The many diverse interests which this brief account indicates are involved in the widespread guidance movement require coordination and reconciliation. Leadership in this task may well be regarded as one of the greatest potential contributions of the Office of Education to the guidance field. EXCEPTIONAL CHILDREN AND YOUTH Never before has the spotlight of public attention been focused so directly upon the needs of children who are intellectually far below or far above normal, or who suffer from severe social or emotional mal¬ adjustments. Federal projects, State programs, and teacher- educa¬ tion plans have centered on them. Voluntary agencies, too, have contributed to the realization of more nearly adequate services for the approximately 4 million exceptional children in the Nation. The Office of Education has worked closely with all the major efforts. State 'programs. — By far the greatest advance in special education for exceptional children has been made through State programs. In 1940, 16 States reported at least one person in the State education department responsible for the supervision of special education; in 1948, 34 States, the District of Columbia, and the Territory of Hawaii — an increase of more than 100 percent. Some States now employ from 5 to 10 persons for this service. With the collaboration of the Conference of State Directors and Supervisors of Special Ed¬ ucation, the Office of Education is making a comprehensive analysis of State legislation in this field. During the year, members of the staff have, upon request, worked with State authorities to establish, improve, or expand State programs for exceptional children. A publication entitled Crippled Children in School shows what an adequate school program for crippled children is like. Another planned publication points out what education can mean for children physically unable to go to school. Teacher-education plans. — With the passage of legislation providing for the education of exceptional children, there must also be provision for the preparation of teachers equipped to adapt procedures and cur¬ ricula to their needs. ^Teacher-education institutions have accepted 510 Annual Report , Federal Security Agency , 1948 the challenge, and there has been an unprecedented growth of special education courses in our colleges and universities. Members of the Office of Education have assisted with workshops and other programs for preparing teachers. With the cooperation of the National Society for Crippled Children and Adults and of seven selected teacher- education institutions, the Office of Education is analyzing the offer¬ ings in colleges and universities to prepare teachers of exceptional children. Voluntary agencies . — In addition to the voluntary agencies already mentioned, the Office of Education has worked with the following: The National Congress of Parents and Teachers; the National Founda¬ tion for Infantile Paralysis in a conference on the education of children in hospitals; the National Tuberculosis Association in revising its pamphlet on The Physically Below-Par Child; and the National Society for the Study of Education, in planning its 1950 yearbook on exceptional children. The American Association for Gifted Children also will devote its yearbook to exceptional children. All these pro¬ jects add impetus to the well-established movement in which Federal, State, community, and voluntary agencies combine to reach every child who needs special educational care. LIBRARY SERVICES In the educational program of the Nation, libraries are essential agencies for the dissemination of knowledge, information, and ideas. At present, the United States is served by 7,500 municipal and county public libraries, 1,700 college and university libraries, and more than 20,000 centralized school libraries, exclusive of innumerable class¬ room collections. In addition, there are some 250 Federal and State libraries, and at least 1,500 specialized libraries serving business, industrial, financial, and technical concerns. During the past year, librarians have worked out a Nation-wide library program which, although focusing to a considerable extent on the needed future expansion of services, does set down the details for the more effective utilization of existing facilities. The National Plan for Public Library Service , for example, issued early in 1948 by the American Library Association, furnishes to the States a comprehen¬ sive blueprint with general specifications for bookstocks, personnel, buildings, finances, and organization needed to bring “an adequate, purposeful library . . . into the life of every American.” With due recognition of the importance of local initiative, the national program is laying stress upon larger administrative units of public library service as a key to the problem, and is recommending that 1,200 large Office of Education 511 and well-supported public library units will give the citizens of the United States better service than the existing 7,500 units. Many States are adapting the national plan to their special needs, and are making progress towards attaining the goals set forth; other States are taking steps to do so. Similar developments are occurring in both the school and college library fields. In all this activity, the Office of Education has been an important source for data used in drawing up the national plans. It has served also in an advisory capacity for the implementation of those plans, and has figured in the research studies involved in the fulfillment of the objectives. As the implementation of the program has required not only more librarians, but more competent librarians, there has been a searching revaluation of education for librarianship and of plans for recruiting librarians. To meet current needs in the practice of librarianship, curricula in the library schools have been revised, courses have been revamped to stress the professional aspects of librarianship, and the training program changed to conform to existing trends. The Office assisted this movement by service at workshops where problems of education for librarianship, especially school librarians, were considered, by active participation in the evaluation of the new program for the training of school librarians, and by making an ex¬ tended review of the current trends and problems in education for professional librarianship. Noteworthy advances have taken place currently in the school library field. For instance, there are now 22 States, an increase of 40 percent since 1945, which have State supervisors devoting their full time to the development and improvement of school libraries. Without losing sight of the needs of secondary school libraries, in¬ creasing attention has been paid by State authorities to the significance of the elementary school library. The Office has been active in this movement for the establishment of school library supervision at the State level and for assisting the State school library supervisors in formulating their programs. In the spring of 1948, librarians embarked upon a program of action for all citizens. Under the auspices of the American Library Associa¬ tion, librarians were called upon not merely to relate their services to the critical local, national, and international problems, but to change the “intensity, direction, and even the nature of their services so that what the library does will contribute directly to . . . solutions [of these problems].’ ’ Without attempting to tell people what the conclusions should be, librarians are spotlighting the crucial issues and are seeing to it, in cooperation with other agencies of information and education, 512 Annual Report , Federal Security Agency, 1948 that our leaders and all citizens have complete and reliable facts upon which to base judgments and take action. SURPLUS PROPERTY UTILIZATION PROGRAM The Surplus Property Utilization program during the fiscal year provided professional and technical services to the War Assets Admin¬ istration, the Army, the Navy, and the 48 State educational agencies for surplus property in the disposal of federally owned surplus and donable property, both real and personal, to public tax-supported and private nonprofit tax-exempt educational institutions of all levels. Advisory services were furnished to the 48 State educational agencies for surplus property in their continuous revision of procedures neces¬ sitated by changes in WAA, Army, and biavy regulations, and the development of facilities within the various States for the expeditious handling and distribution of surplus property. Real property — During the fiscal year, approximately 2,400 applica¬ tions, submitted by educational claimants for real property, were reviewed; and recommendations were made to the War Assets Admin¬ istration on the basis of independent investigations and surveys to determine the need for and the utilization of the real property for educational use. As the result of recommendations made, 12,743 surplus buildings and 44,610 acres of land, involving an acquisition cost to the Federal Government of $217,893,083, were transferred to schools at a net cost to educational claimants of $635,406. Army, Navy, and Air Force Donation Program. — On the basis of allocations made by field representatives of the program, property with an estimated acquisition value of $175,000,000 was made avail¬ able by donation during the fiscal year to approximately 20,000 schools, colleges, and universities located in the 48 States and the District of Columbia. VETERANS’ EDUCATIONAL FACILITIES Few educators or legislators foresaw in 1944 that a year after the end of the war a tide of veterans would flood our colleges. It then seemed fantastic to envision a million veterans attending college at one time. "Nevertheless, in the fall of 1947 about 1,123,000 veterans (one-third with families) and an equal number of nonveteran students were enrolled. The million students were crammed into facilities that had never accommodated more than 1/ million students. These facilities had deteriorated from enforced neglect during the war years, but Office of Education 513 even in their prime they were considered by many college adminis¬ trators as inadequate for as many as 1 million students. Where the Commissioner of Education finds that additional facili¬ ties are required for the education of veterans, Public Law No. 697 authorized the Federal Works Agency to provide buildings and equip¬ ment from war surplus materials. The Veterans Educational Facili¬ ties program was established, and it has, to June 30, 1948, provided to schools and colleges more than 100 million items of equipment, which had a War Assets Administration fair value of $114,665,000, a amount that provided $74 worth of equipment for each veteran enrolled. This program also provided classrooms, laboratories, and other instructional facilities to the extent of 17 million square feet, for which the Federal Government expended approximately $75,000,- 000. Even larger sums have been expended by the Federal Public Housing Administration to build and equip residential facilities for veterans engaged in programs of education and training. These emergency programs will provide, however, for only approx¬ imately 11 percent of the space college administrators say they need to combat the shortage. They now have approximately 341,000,000 square feet of space and need to increase this by 78 percent. Grant-in-Aid Programs VOCATIONAL EDUCATION Total enrollments for 1947-48 in the federally aided program of vocational education, when State reports are finally tabulated, are expected to exceed the previous peak enrollment of 2.6 million in 1941-42. After the passage of the George-Deen Act in 1936, author¬ izing a substantial increase in funds for allotment to the States for the further development of vocational education, enrollments increased annually until 1941-42. During the war years, total enrollments receded to slightly more than 2 million. During those years, however, the vocational schools were being used to capacity in training war production workers. After the conclusion of the war, enrollments started to climb again until in 1946-47 they had passed 2.5 million. Further increase is expected, in part as a result of the passage of the George-Barden Act which authorized additional funds for allotment to States and Territories. The amount of Federal funds made available for allotment to the States for vocational education during the fiscal year 1948 increased by more than $5 million. This was due to the increase in the 514 Annual Report , Federal Security Agency , 1948 appropriation under the George-Barden Act (table 5), the first im¬ portant increase in the amount of Federal funds available for allot¬ ment to the States since 1939. TABLE 4. — Enrollment in federally aided vocational classes, by type of program, 1946-47 and 1947-48 Type of program Enrollment 1946-47 1947-48 i Total _ _ _ _ _ _ 2, 508, 618 3, 522, 575 Agriculture _ _ _ 584,533 235, 141 968, 846 720, 098 640, 791 292, 905 1, 823, 132 765, 747 Distributive occupations _ _ . _ ----- . _ Home economics _ _ _ _ _ - Trade and industry _ _ _ .. . . _ 1 Provisional figures, subject to final review of State reports. Revision of policy bulletin. — After the passage of the George-Barden Act (1946), starting in January 1947 and extending until October 1948, the Division of Vocational Education gave considerable attention to revising policies governing the use of the funds. As a result of meet¬ ings, staff conferences, and correspondence and personal conferences with interested persons in most of the States, Vocational Education Bulletin No. 1, Revised, was issued in mimeographed form in November and is to be printed. This bulletin contains the policies relating to the use of Federal vocational education funds, with recom¬ mendations regarding the administration of vocational education programs. It also contains explanations of the features of the vocational education acts which are now in effect. Assisting States in program planning. — Staff members of the Office worked with State executive officers and State directors of vocational education in planning adequate total programs in vocational educa¬ tion and budgeting for such programs. The program planning was based upon two objectives implied in the Act: (1) Extending oppor¬ tunities for vocational training in communities now inadequately served; and (2) providing vocational opportunities in communities not now served. Studies were conducted in all of the States to im* plement these objectives. At conferences held during the year, assistance was given to State representatives in planning for the further development of their State programs. The following tentative break-down of the work of a State vocational staff was discussed: (1) Identifying needs for vocational education; (2) organizing and operating vocational programs; (3) providing in¬ structional facilities and materials; (4) providing trained personnel; (5) improving instruction; (6) evaluating work done; (7) cooperating with other groups; and (8) administering the State program. Office of Education 515 Under each of these eight main headings are many activities each of which contributes to the general purpose and must be planned as a unit. The work of the Division, therefore, was directed toward cooperating with the States and Territories in helping them to develop satisfactory programs. TABLE 5. — Funds available for allotment to States from Smith-Hughes and George-Barden Acts, fiscal year ended June 30, 1948 Purpose Smith-Hughes Act George-Barden Act Total _ _ _ _ _ _ i $7, 285, 122. 03 2 $19, 842,759.97 Agricultural education _ _ _ _ __ 3, 058, 452. 99 2 3, 111, 913. 15 6, 889, 084. 53 5, 603, 852. 87 5, 555, 323. 88 1, 794, 498. 69 Trade and industrial education Home economics education _ _ _ _ _ . Distributive occupations Teacher training . . _ . . . _ _ _ _ 1, 114, 755. 89 1 Includes appropriation for Hawaii and Puerto Rico under separate authorizing acts. Total appropria¬ tion Smith-Hughes Act, $7,167,000; Hawaii, $30,000; Puerto Rico, $105,000. 2 Allotment for home economics included in trade and industrial allotment, not to exceed 20 percent for home economics. 2 Actual appropriation, $19,333,942. Vocational education legislation currently provides funds for agriculture, distributive occupations, home economics, trades and industry, and vocational guidance. Agricultural Education Owing to a world-wide shortage of food and the need for heavy exports of food and feed to depleted areas of Europe and Asia, the production and conservation of food were emphasized in agricultural classes for adult farmers. School-community canneries, operated under the supervision of teachers of vocational agriculture and home economics, enabled thousands of families to conserve a supply of food for their families. Thus more food was made available for shipment to needy countries. Veterans’ education. — Institutional-on-farm training for .veterans under the Servicemen’s Readjustment Act of 1944 continued to be of major concern during the year to State supervisors of vocational agriculture and, therefore, to the Agricultural Education Service. Public Law No. 377 (80th Cong.) clarified some of the provisions contained in Public Law No. 346. The Office cooperated with repre¬ sentatives of the Veterans Administration and State supervisors of vocational agriculture in setting up standards and procedures for the supervision and administration of this program, as provided for by the new Act. Approximately 290,000 veterans were enrolled in June 1948 to receive institutional-on-farm training, and nearly 15,000 special teachers of agriculture were employed to provide instruction. 516 Annual Report , Federal Security Agency , 1948 TABLE 6. — Expenditure of Federal , State , and local funds for vocational educa¬ tion, by type of program , 1946-47 and 1947-48 Expenditure, by type of program Source of funds All programs Agriculture Distributive occupations Home economics Trade and industry I 2 3 4 5 6 1946- 47 Total . . Federal _ _ _ State - - - - Local _ 1947- 48 l Total _ ..... Federal _ State _ Local _ _ $83, 252, 082:84 $24, 556, 393. 68 $2, 623,491.21 $22, 459, 839. 21 $33, 612, 358. 74 21,087, 435. 84 22, 180, 073. 71 39, 984, 573. 29 7, 560, 510. 31 6, 303, 690. 91 10, 692, 192. 46 1, 035, 939. 45 841,771.76 745, 780. 00 5, 186, 094. 61 6, 358, 733. 20 10, 915, 011.40 7.304,891.47 8, 675, 877. 84 17,631,589.43 103, 675, 709. 67 30, 539, 600. 94 3, 861, 231. 31 28, 380,201.87 40, 894, 675. 55 26, 192, 983. 55 25, 848, 609. 70 51, 634, 116. 42 9, 877, 090. 33 6, 849, 464. 26 13, 813, 046. 35 1, 525, 505. 59 1, 251, 696. 35 1, 084, 029. 37 6, 260. 410. 60 7, 539, 235. 70 14, 580, 555. 57 8, 529, 977. 03 10, 208. 213. 39 22, 156, 485. 13 i Provisional figures, subject to final audit of State reports. A study was conducted to ascertain the wishes of veterans for further training in agriculture after their entitlement for training with the Veterans Administration ends. Replies received from 5,363 veterans enrolled in 25 States indicated that approximately 94 percent want further training in agriculture. Since approximately half of the high schools in the United States which serve rural areas do not have vocational agriculture departments, only those persons who live in communities where the high school offers courses in vocational agri¬ culture will have an opportunity to receive agriculture training. These facts indicate an opportunity and a need for expanded programs of vocational agriculture to aid those veterans who have entered upon or who are preparing to enter upon farm work. Care and maintenance ojjaim tractors. — The rapidity of the mechan¬ ization of farm work in recent years has meant that many farmers were not experienced in maintaining and operating new types of equipment safely and efficiently. To aid the States in meeting this educational problem for all-day, young farmers, and adult-farmer students in voca¬ tional agriculture, two farm tractor manuals have been developed in cooperation with technicians from industry — one for instructors and the other for students. Farm mechanics training program. — An expanded program in farm mechanics was presented to the annual regional conferences for vocational agriculture. Following these presentations such a program was started in Florida, including general farm shop work, farm power and machinery, farm structure, rural electrification, and soil and water Office of Education 517 management. Six pilot centers were set up in the State as a start for this program. Safety in farm mechanics and with farm machines. — The increasing number of accidents in rural areas and the request for appropriate instructional material prompted the development of a bulletin, Safety in Farm Mechanics and with Farm Machines, published by the National Education Association. The bulletin deals, on a job basis, with three phases of farm safety: The school farm mechanics shop; the home farm shop; and farm machines. In the development of this bulletin a staff member of the Office. worked with representatives of education, industry, and public and private agencies interested in the rural safety educational program. Student organizations. — Membership in the Future Farmers of America, the national organization of students of vocational agricul¬ ture in public secondary schools, increased during the year roughly from 240,000 to 260,000. The organization held its national conven¬ tion at Kansas City, Missouri, October 1947. More than 7,000 members attended. The national contests for dairy cattle, poultry production, and dairy products were held at Waterloo, Iowa, in connection with the Dairy Cattle Congress, and the contests for livestock and meats were held at Kansas City, Missouri, in connection with the American Royal Livestock Show. These contests were directed by the Agricultural Education Service, Office of Education. The New Farmers of America, an organization (similar to the F. F. A.) for farm boys in high schools for Negroes, likewise completed a suc¬ cessful year. Membership in the N. F. A. increased roughly from 24,000 to 26,000. A national N. F. A. convention was held in Greens¬ boro, North Carolina, with 1,000 members in attendance. These two organizations supplement the training and experience received in vocational agriculture classes. Major emphasis was placed on training in leadership. Special leadership schools were held by these organizations on the national and State levels. The award program was expanded to stimulate members to worthy achievement. A national camp owned by the Future Farmers of America near Washington, D. C., was operated during the summer months to accommodate local chapters. Distributive Occupations Education As a result of an increase in the demand for training programs suited to the needs of proprietors and employees of small business enterprises, State Boards for Vocational Education in California, 518 Annual Report , Federal Security Agency , 1948 Illinois, Kentucky, New Jersey, New York, Texas, Virginia, and other States sponsored training courses for these groups. Such courses recently were introduced into some 30 vocational schools in New York City. New York University, Syracuse University, the Univer¬ sity of Houston, Ball State Teachers College, Mississippi Southern College, and a number of other institutions of higher education are now offering training for men and women engaged in small businesses. In connection with programs of training for small business, much help in the form of published aids, unpublished information, and advisory assistance has been given by the Division of Vocational Education in cooperation with various trade associations, manufac¬ turers, wholesalers, and publishers. With the assistance of educators and businessmen, the Business Education Service promotes a con¬ tinuing program of research to determine the nature and scope of training needed for organizing and managing small business enterprises. Increased emphasis on comprehensive long-range training programs for adults in distributive occupations was another important develop¬ ment during the year — in contrast to the offering of unrelated short- unit courses. Under this plan, an appropriate certificate or diploma is awarded each trainee who completes the required number of related courses in a specific phase of distribution. The Division of Vocational Education has assisted State boards for vocational education in planning and in implementing this long-range program of adult education. Student organizations. — Organizations known variously as Distrib¬ utors Clubs, Future Retailers, or Future Merchants have developed extensively in schools in the Southern and Midwestern States, less widely elsewhere. Composed usually of students enrolled in federally aided cooperative part-time retail training programs, these clubs are providing better opportunities for interchange of ideas, for develop¬ ment of leadership, and for cooperative effort and personal growth. They are bringing about mutual understanding and better coopera¬ tion between employers and the schools as to the effectiveness of the business training offered. Home Economics Education In 1948, approximately 1 million youth and adults were attending home economic classes in schools reimbursed from Federal vocational education funds. Home economics has moved from its restricted definition of cooking, sewing, and housekeeping to a comprehensive one built around homemaking and community responsibilities centered in the family. Methods and approaches in teaching have improved continuously as inventive teachers have found ways to use opportu- Office of Education 519 nities for practical learning. Cooperative projects with homes, stores, churches, and agencies of all kinds are increasing. Probably the most significant contribution of the Home Economics Education Service during the year was providing leadership in apply¬ ing democratic principles to homemaking education which itself has much to contribute to an understanding of such principles. Conferences and workshops. — Approximately 400 leaders in home economics education from all the States, Puerto Rico, and Hawaii participated in four regional conferences held by the Home Economics Education Service. In addition, an inter-regional conference was held for Negro leaders from the 17 States having separate schools. Over a period of years the Home Economics Education Service has cooperated with Cornell University in offering workshops for city supervisors of home economics. In the summer of 1947, a workshop which served city supervisors from all over the country was held and another was planned for the summer of 1948. In all of these conferences information was presented on national and international developments affecting homes in the United States, and consideration was given to new techniques for teaching, cur¬ riculum, and research. Programs were based on requests from people who were planning to attend. A committee from the group evaluated each conference, summarized results, and made recommendations for next year’s conferences. Home economics education research.- — Another cooperative under¬ taking between Federal and State leaders in home economics is the national study of factors affecting the satisfaction of home economics teachers as part of a more extensive study titled Factors Affecting the Supply of Home Economics Teachers. To carry on the project, a staff member served as consultant on the national Home Economics Research Committee of the American Vocational Association, and helped collect and tabulate results of the study. While this was being done, plans for effective State action were being developed. The study showed that salary adjustments alone would not mate¬ rially increase the satisfactions of home economics teachers. Major factors affecting the supply of adequately trained home economics teachers related to (1) community and living conditions, such as community attitudes, health facilities, living arrangements, and library and other cultural opportunities; (2) professional aspects associated with their undergraduate and graduate training; (3) con¬ ditions existing in the school, such as inadequate equipment, funds for operating, attitude of administrators and other teachers toward home economics as a subject, and teaching load. Forty States sent representatives to three regional workshops which 520 Annual Report , Federal Security Agency , 1948 the Home Economics Education Service helped arrange and conduct. Here the States received help in analyzing data from their States and in comparing them with similar data from other States to find answers to the question “What can we do in our State to attract and hold good home economics teach ers?” Few national research projects in educa¬ tion have had so representative a group participating. Few projects have resulted in such immediate efforts to put the findings to work in State and local programs. All of this was possible because organization for the entire project called for assistance from representatives of all States. Not only research workers but workers in administrative and teacher-training positions also took part. While college enrollments in home economics increased during the last 3 years, the proportion in relation to total enrollments of women decreased, according to a survey conducted by the Office. Returns from 388 institutions show that about 11.5 percent of all women students enrolled in 1947-48 were majoring in home economics. In 1941, when a similar survey was made, about 17 percent of the women students in these institutions were majoring in home economics; in 1945, in 371 institutions, the figure was 13 percent. In 1945, 36,709 home economics majors were reported enrolled in 371 institutions; in 1948, 41,990 were reported by 388 institutions, an increase of approximately 14 percent. During the same years, there was an increase of about 35 percent in nonmajors taking home economics courses. The same institutions reported an increase in total women students of 30.5 percent. In 1948, more than 7,000 students received bachelors’ degrees in home economics in the 388 institutions. Trade and Industrial Education Practical nurse training. — The Office publication Practical Nursing — An Analysis of the Practical Nurse Occupation (1947) resulted in an increased interest in the subject by hospitals and by public vocational schools. During the year practical nurse-training classes have been organized or new classes have been started in Delaware, Pennsylvania, South Carolina, and Tennessee. The committee of representatives of professional and practical nurse organizations which produced the publication is completing a curriculum for practical nurse training. American Hospital Association study. — The American Hospital Association asked for a pilot study on the training of nonprofessional hospital personnel. A joint committee of the American Hospital Association and of the Division of Vocational Education made a 3-month study which showed that public schools and hospitals on a local level can cooperate to advantage in the selection and training of this group of hospital employees, estimated to be more than 600,000. Office of Education 521 A selected bibliography of publications in this held, 1940-48, was produced and distributed. Trade and industrial education for girls and women. — Since the war, State directors of vocational education have shown an increased interest in possibilities of trade and industrial education for girls and women. Courses in such fields as dental assistant services, practical nursing, and quantity food preparation and service have been newly established. New trade schools are making adequate provision for training girls and women. Training for public service occupations. — There is a trend toward providing organized training for more persons employed in public service occupations. This trend is indicated by: Expansion of train¬ ing courses for school bus drivers in Alabama, Colorado, Illinois, New Mexico, Oklahoma, and Wyoming; by new developments in the train¬ ing of firemen in California, Iowa, Nebraska, Pennsylvania, and Texas; and by new training programs for rural electrification workers in Arizona, Florida, Idaho, Louisiana, Montana, New Mexico, North Dakota, Oregon, South Dakota, and Washington. In cooperation with the Rural Electrification Administration of the Department of Agriculture, a job training and safety conference was held in Washington, D. C. The REA supervisors from 26 States attended this conference at which attention was given to on-the-job training of workers with emphasis on safety. Employee-employer relations. — For the purpose of obtaining the advice of both labor and management concerning the Nation’s total needs in trade and industrial education, a permanent advisory com¬ mittee was organized. The membership on this committee included representatives of organized labor, management, and interested govern¬ ment agencies. One result of the work of this committee was a recommendation that, because of the acute shortage of bricklayers, the Division of Vocational Education give immediate attention to planning an accelerated program for the training of apprentice brick¬ layers. In cooperation with the Bureau of Apprenticeship, U. S. Department of Labor, plans were made under which the initial training period for these apprentices was materially shortened. This training plan was approved by the committee as a whole, and then by the Associated General Contractors of America, and by the Bricklayers, Masons, and Plasterers International Union of America. The plan was distributed to State boards for vocational education and to em¬ ployee and employer groups. Training for railroad apprentices. — During 1946-47 the Trade and Industrial Education Service worked with the Union Pacific Railroad and the representatives of a number of States in the preparation of 522 Annual Report, Federal Security Agency , 1948 instructional material to be used in the training of apprentices in six railroad shop crafts. During 1947-48, attention was given to the training of instructors who were to use this material in order that the instruction might be uniform throughout the Union Pacific System. Competent shop workers were selected and special training courses were provided. These teacher- training courses were conducted jointly by the States and the management of the railroad. A Teacher’s Manual was also prepared for the use of these instructors. With a view to the further development of this new type of training for ap¬ prentices, conferences were held with a number of other railroad systems. Occupational Information and Guidance An important task of the Occupational Information and Guidance Service during the year was to assist States to take advantage of the new provisions of the George-Barden Act for the extension of reim¬ bursed guidance services. Forty-one States rewrote their State plans for this purpose. Four additional States — Alabama, Arizona, Florida, and Tennessee- — made initial plans for reimbursed guidance services. The promotion of guidance work included assistance to the 59 member-nations of the International Labor Organization. A member of the Service was designated to act as official adviser to the United States Government at the 31st International Labor Conference held in San Francisco. Through this representation the Division of Vocational Education was able to assist in the development of an international recommendation on vocational guidance. This recom¬ mendation, if adopted as outlined, will be consistent with the pro¬ fessional standards not only of the Division of Vocational Education, but also of those of other agencies in the Government which have interests in vocational guidance. Professional assistance through regional conferences, informational materials, and consultations, gave special emphases to counselor training, evaluation of guidance programs, and educational occupa¬ tional information. This assistance was so organized in conjunction with public and private agencies and associations as to supply aid in the development of the guidance movement on the national level. The Service responded to requests from 21 States for help in pre¬ paring or reviewing professional publications. It assisted in various technical studies conducted under the auspices of the State depart¬ ments of education or of professional organizations. Types of assist¬ ance are illustrated by the evaluation of the State Consultation Services of Virginia, cooperation with the U. S. Employment Service Office of Education 523 in the promotion of joint professional objectives, and committee work with the American Psychological Association and the National Vocational Guidance Association. LAND -GRANT COLLEGES AND UNIVERSITIES The 69 land-grant colleges and universities are a unique feature of higher education in the United States. These institutions, estab¬ lished by the States and Territories “in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions in life/7 derive a part of their support from the Federal Government in accordance with the First and the Second Morrill Acts and supplementary legislation. The land-grant colleges and universities as a group offer instruction in practically all fields of human endeavor. The Office of Education carries on the activities related to the Federal administration of the appropriations for the land-grant colleges and universities. The Office prepares and publishes an annual report on these institutions; the most recent of these reports is for the fiscal year ended June 30, 1947. Seventeen of the land-grant institutions are maintained by Southern States for the education of Negroes and are known as universities (4), colleges (12), and institutes (1). The other 52 institutions are known as universities (31), colleges (18), and institutes (3). The land-grant colleges and universities in the fall of 1947 enrolled 458,759 students, which was approximately 20 percent of the students enrolled in all the colleges and universities of the Nation. The enrollments ranged from 194 (Princess Anne College, Maryland, for Negroes) to 43,000 (University of California). Fourteen of the institutions enrolled more than 10,000 students each. Educational Relations With Other Nations FOREIGN STUDENT INFLUX Although the shortage of dollar credits prevented many foreign students from coming to the United States, approximately 21,000 students from all parts of the world were enrolled in American insti¬ tutions of higher education during the academic year 1947-48. This was an increase of about 4,000 over the figure for the preceding year. A majority of the foreign students were studying in the various 524 Annual Report, Federal Security Agency, 1948 scientific and technical fields in which postwar American education has assumed leadership. The countries which are sending greatly increased numbers of students are those which are engaged in exten¬ sive programs of industrialization and the development of natural resources. India, for example, which previously had few students in the United States, now has 1,214, most of whom are subsidized by the government of that country. An increasing number of students are also coming from Latin-American countries for industrial and vocational training. The influx of foreign students has added to the problems of colleges and universities which were already filled to capacity as the result of veteran enrollment. More institutions than ever before called upon the Office of Education for guidance in the evaluation of foreign academic transcripts. The 3,138 evaluations made in 1947-48 are an increase of almost 900 cases over the previous year, and approxi¬ mately 1,700 over the 1945-46 figure. Requests for this assistance came from colleges and universities, as well as from State departments of education, hospitals, and medical examining boards. At the request of university registrars and admissions officers, information sheets containing condensed material on educational systems of 14 Latin-American countries were prepared and distributed by the Office. Staff members of the Office were increasingly engaged, in coopera¬ tion with the Department of State and the Institute of International Education, in projects concerned with improving the selection, orientation, placement, and guidance of foreign students. It was recognized that the prestige of American education is at stake in the success or failure of these students to receive the professional training for which they have come to the United States. College and university administrators are increasingly looking upon foreign students as real assets in the intellectual life of their institutions, and are showing sympathetic interest in their welfare. The Office added two titles to its series of studies on education in other countries as a result of first-hand surveys made by staff members in Panama and Venezuela. INTERCHANGE PROGRAMS During the year 1947-48, 126 teachers from the United States ex¬ changed places with 126 teachers from Great Britain. They were from all levels of education from nursery-kindergartens to teachers colleges. The British teachers were placed in 31 different States. Among these teachers, 85 were placed in elementary schools and 41 in secondary schools. Office of Education 525 During the past year evidence began to appear of the achievement of international understanding resulting from the British interchange program. In Texas, for example, the Delta Kappa Gamma honorary educational sorority instituted a State-wide program for the exchange of professional ideas and teaching materials called “Each One Adopt One,,, as a result of the suggestions of a 1946-47 exchange teacher. Hundreds of overseas friendships have already begun during the year in this project. Because of the exchange between a teacher of Oklahoma City and one in Leeds, England, these two cities have established a rapport which included correspondence between mayors, chambers of com¬ merce, school administrators, teachers, and students. And elsewhere in this country similar exchanges of correspondence were initiated. In addition to regular teaching duties, exchange teachers have been called upon in both Great Britain and the United States to interpret their own country in talks to numerous community civic and pro¬ fessional groups. One superintendent of an American city school system in a letter of appreciation of the British exchange teacher in his city reports that during the school year she addressed a total of 96 different groups. Scores of similar letters of appreciation regarding the individual exchange teachers and the benefits of the exchange programs were received during 1947 from American superintendents of schools, headmasters of British schools, and officers of civic and professional groups. An interchange of teachers between this country and Canada was also made this year in which 4 teachers exchanged places. During the year there was also developed a program for interchang¬ ing teachers between this country and France, and it is anticipated that for the school year 1948-49 between 7 and 10 teachers will exchange places. This program with France was aided materially by a contribution from the Independent Aid, Inc., and the funds will be used to make grants-in-aid to the visiting teachers. The French Government will provide one-way transportation for the teachers from both countries. As part of the teacher exchange program, Michigan and Texas established committees under the State superintendents of public instruction to evaluate both student and teacher exchanges in those States. In addition to evaluation, it was hoped through this project to make a study to determine the value of having visitors from other lands in the schools of the States, as well as the values which accrue to citizens of our country who have studied or taught abroad; to coordinate and utilize more effectively the resources which come from States in the form of scholarships to foreign students, aid to foreign teachers, leaves of absence with pay to teachers of the United States ; 526 Annual Report , Federal Security Agency , 1948 to stimulate additional sources of aid to students and teachers; to work out through registrars, directors of admissions, and deans, a means to bring about better geographical distribution of foreign students, thereby making fuller use of educational resources of the States; to stimulate and encourage teachers, principals, superintend¬ ents, and deans to use the visitors from other countries widely in classes of history, geography, social studies, and languages; and to stimulate community cooperation and participation in helping the visitors come to know American institutions more intimately. THE FULBRIGHT ACT The recently growing interest among American educators in the international interchange of educational personnel, skills, and tech¬ niques has received impetus during the past year from the implemen¬ tation of the Fulbright Act. By this Act, Public Law No. 584, the 79th Congress authorized the use of certain foreign currencies and credits acquired through the sale of surplus property abroad for pro¬ grams of educational interchange with other nations. In full operation, the program will make available approximately $8,000,000 in foreign currencies for study, teaching, research, and other educational activities. Grants to United States citizens may include the payment of tuition, salaries, maintenance, travel/ and expenses incidental to educational work. Only transportation costs may be granted to citizens of participating countries who wish to come to the United States under these programs. Because of the restriction of funds authorized by this Act to curren¬ cies other than dollars, its programs will work in cooperation wherever possible with other educational exchange projects. Some of these are the foreign study benefits under the “G. I. Bill of Rights” (P. L. No. 346); the Smith-Mundt Act (P. L. No. 402), which provides an exten¬ sion throughout the world of the Department of State’s authority to carry on various kinds of educational, scientific, and cultural ex¬ changes ; programs of private American organizations and agencies for educational interchanges; and programs of foreign governments for such purposes. Participants for benefits under the Fulbright Act are selected by the Board of Foreign Scholarships, whose members are appointed by the President. Executive agreements with participating countries establish in each a United States Educational Foundation to carry on exchange programs under the direction of the Board of Foreign Scholarships and to recommend programs, institutions, and candidates. Fulbright agreements have thus far been concluded with China, Burma, the Philippines, and Greece. Office of Education 527 For the program in China, the Board of Foreign Scholarships has approved recommendations of the United States Educational Foundation for grants to 20 graduate students, 20 professors, 10 research scholars, and 6 librarians from the United States to go to China; travel grants for 30 Chinese students and professors to come to the United States ; grants to 100 Chinese students to study in American schools in China; and a grant for the staffing of two English language institutes in China. Approved recommendations in the program for Burma include grants to 5 graduate students, 8 professors, 2 secondary school teachers and 5 research scholars from the United States to go to Burmese insti¬ tutions; grants for 5 Burmese students to attend the Medical Genter for Frontier Areas; and travel grants to a limited number of Burmese students to come to the United States. In its function as a preliminary screening agency for applicants for teaching positions in national elementary and secondary schools, the Office of Education has recruited applications for the two positions in secondary schools in Burma mentioned above and has submitted to the Board of Foreign Scholarships a panel of these applicants for final selection. INTERNATIONAL PUPIL CORRESPONDENCE At the request of the Department of State, the Office of Education administers an extensive foreign correspondence project through which thousands of letters from all parts of the world are distributed to American schools, colleges, and adult groups. Nearly 100,000 letters were received in the past year from Germany and Austria, where the idea has been encouraged and publicized by United States occupation authorities. This is an increase of around 70,000 over the previous year. Next to Germany and Austria in the number of letters from abroad are Australia and England, with other countries represented sporadically. Recently letters have begun to come from Japanese high-school students eager to establish friendly contacts with America. Fortunately, most of the letters are written' in English, for many interested American students are not skilled in other languages. The Office receives relatively few requests from American schools for letters written in German, although some language teachers have discovered that they are an excellent means of vitalizing study in their classes. Specific requests for material aid are eliminated from regular channels of distribution, to preserve the educational emphasis of the project. Requests to participate in this international correspondence came to the Office of Education from schools and colleges throughout the United States. FIOCES (the international federation of corre- 528 Annual Report , Federal Security Agency , 1948 spondence bureaus) has asked the Office to serve as a central coordinat¬ ing bureau for international school correspondence for the United States. The official French bureau also has asked the Office to provide them with 30,000 names of American boys and girls between the ages of 13 and 25. With the cooperation of the Office, Quota Club International has undertaken this year a Nation-wide correspondence project to provide an outlet for many of the letters from women overseas. Hundreds of letters from foreign adults have been distributed through such organ¬ izations as the Kansas Commission for UNESCO, local UNESCO groups, the American Friends Service Committee, the National Catholic Educational Association, and Protestant churches of many denominations. UNESCO AND THE SCHOOLS Through the cooperative efforts of such organizations as the Ameri¬ can Council on Education, the National Education Association, the National Catholic Educational Association, and the American Federa¬ tion of Teachers, the interest of American educators is being enlisted in support of UNESCO and its program. Through an intimate work¬ ing relationship with the United States National Commission for UNESCO, the Division of International Educational Relations has assisted in many ways to bring to the attention of American schools the purpose of UNESCO, “to contribute to peace and security by promoting collaboration among the nations through education, science and culture.” The Office of Education has played a leading part in the selection of outstanding teachers to represent the United States at the following international seminars conducted by UNESCO: Education for Inter¬ national Understanding, in Paris; Early Childhood Education, in Prague; Teacher Training, in London; and Teaching about the United Nations, in New York. One of the outstanding examples of response to these efforts to make UNESCO a vital part of the school program is that of the schools of Boulder, Colorado. Nebraska has developed a State-wide program, but this account illustrates similar programs in other city systems. In Boulder the project was initiated by a small group of teachers who attended the Rocky Mountain Regional Conference in 1947. At a meeting of the faculty they were able to convey some of the enthusiasm which they felt for what UNESCO can do for the world. As a result, the UNESCO Council was formed to make policy and have the over-all administration of the program in the schools. The Board of Education made $3,000 available to be spent as the Office of Education 529 UNESCO Council might see fit, and an additional $2,000 was raised by the teachers with which to operate the first year’s program. A Junior UNESCO Council was organized in connection with a class in World History and among its aims were the following: To assume responsibility for reconstruction and rehabilitation in war-devastated areas; to undertake activities which will lead to better understanding and the elimination of racial prejudice in our community. The project spread from the school to the community, and repre¬ sentatives of 25 civic groups met in the Boulder High School to plan community- wide participation in the UNESCO program. Through the work of the local Council, 10 persons — 6 teachers, 2 high-school students, and 2 housewives — were sent to the International Congress for UNESCO in Mexico City in the fall of 1947. When they returned they talked to school assemblies and other groups in Boulder and surrounding communities. Another practical project of this program was the adoption of a French school in Cannes, France, which had been completely destroyed during World War II. Out of these contacts has come a flood of correspondence between the children of the two places. The develop¬ ment of friendship and real understanding has been an achievement impossible to evaluate. To quote from a report of the Boulder program, “The experience of establishing direct contact with pupils and teachers abroad, of sharing from our plenty with those who had nothing, has widened horizons and stirred imaginations as never before. ... It is impossible to measure such reactions, because they represent a continuing process. They cannot be contained within the confines of one community or one generation.” COMMISSION FOR INTERNATIONAL EDUCATIONAL RECONSTRUCTION During the past year the Office of Education has continued its close cooperation with the CIER, which was organized in 1946 to gather and disseminate information on the various programs for educational relief. The Office participated in the CIER’s second national conference on international educational reconstruction held in Washington, D. C., November 1947, which was attended by rep¬ resentatives of 160 organizations. Through a project initiated by CIER, 39 educators from 18 countries were brought to this country for a 4-week Seminar in International Education at the University of Maryland in the summer of 1948. The project was sponsored by the American Junior Red Cross, the National Education Association, the American Colleges for Teacher Education, American Association for Childhood Education, Delta Kappa Gamma, and the Institute for International Education. Funds 530 Annual Report , Federal Security Agency , 1948 for the project were largely provided by American classroom teachers and school children in response to UNESCO’s appeal for educational aid to the devastated countries. Staff members of the Office acted as consultants during the entire seminar. Contributions from American organizations which cooperate with CIER are utilized for school supplies and equipment; books and period¬ icals; fellowships, scholarships, and study grants; organized educa¬ tional missions; sponsored educational work camps. These activities were carried on by 350 organizations which participated under their own auspices. In 1947 the total sum spent for such aid amounted to $88,000,000 as compared to $62,000,000 for the previous year. I U. S. GOVERNMENT PRINTING OFFICE: 1949 r/,,,w £flefic/vt o£ ^ FEDERAL finp SECURITY AGENCY 4