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AMERICAN PRINTING
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Annual Report
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Federal Security
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» SECTION
TWO
U. S. Office
of Education
YBEIU-MIGEL~A
FOR THE FISCAL YEAR
1946
LETTER OF TRANSMITTAL
FEDERAL SECURITY AGENCY, |
U. S. OrricE oF EDUCATION,
Washington 25, D. C., October 1, 1946.
The Honorable Watson B. Mitumr,
Federal Security Administrator.
Sir: I herewith submitithe 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
DUET U tS Pe trie os Ske SR Oe eee See ee Bee ee OR Se ; 69
MEMenEnTyeOCHICATIOU Ns. 2. eee Oe ee rae re Ye 74
Secondary education._._........---- fae ene N cr tte SW al NRSC oe 84
Deer UC UO 96 en Bor oe Bae ee i ee ee 102
PME eUrak COUCAMON. % Ws, e Ou ete eek ike Se te ty Be ee 102
Serres OUICA GION feet at kee Ne oe a oe le Go 106
Pia ceouomics €ducation Lo. Or eek hl ba ee ety LOD
mirace aud industrial education oo fi ee ee ee 112
iano yee-eriployer relationsss. oe ooo a os eo Es 114
BE eOGVICG training. pol ere be saeco ek ie eee 115
Occupational information and guidance_-...________-.-_-----.--:- 115
PeperreueatiOU. ne eo a a eR Aas athe PPE 119
Reet COR eS Soy at Lo arb ek Eo ee ih a Ne Te 134
Mesearch and statistical service. 225 34 et se Se 134
imiormation and publications service. 2.205 52720 fo S22 Soe esee 135
ice rcdues tion Hbraryosoon ol. ec ee ee ee ae a 139
Administrative management and services section. ____.__-___- ater Bes 143
Poternasional educational relations. 22 30-7 ja ee Se ee 145
RENE O NICO 220 2 Do ley oes aa pant NS oi eet te 151
Bre CO OPO Tar less foo Tat usc ere si ee ia Sd ls OS a enna 151
PmUea Ona NUSOS OL LadiOn fame me Oey Te Ce ee ee 156
Re emcatn AGI War training 0s uo fr Slo SD et 161
ee CNTTITISUPALION St 6 I re eos ee a het Sr 167
Surplus property utilization-_-~-__- Ae ie eit Was ete ie Bed g le ea oak a eye 176
Srcrion T'wo
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? 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.
1In 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 fune-
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. 8. 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 144
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
te 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 dane
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 atime, 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 strategie 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. 8. OFFICE OF EDUCATION | “(3
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
U.S. Commissioner of Education
ELEMENTARY EDUCATION
Tue Division or ELEMENTARY EpucaTIon 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. 3 |
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; (83) 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). 7
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. §. 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-education
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. 8: OFFICE OF EDUCATION ver
(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 F ederal A gencties
~The division has worked on a number of joint projects with staff
members of other Federal agencies. The results have been (a) a grow-
ing coordination of Federal-State policies and programs relating to
services for children, and (0) 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 Pia fesetoiaa 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-
larize 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 719
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 Work.—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 7
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 ofnursery 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-
Jetins 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. 8. 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 with 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.
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 (38) 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. 8. 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 pipes as secretary-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 val on dental programs for young
people in which schools cooperate.
Other cooperations in which members of the section on Org Rea
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 Pr oblems became a roality.4 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 Solanon
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 Bolprces 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 Saeaaler 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 1 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. 8. OFFICE OF EDUCATION 7 97
Arrangements Between Departments of Health and Education m
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. Itis _
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 Scuoon Lirz, November 1945. It consisted of a review
of 48 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—473
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. 8: 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” (ScHoon Lirs, 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, FEDERsL 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:
(1) 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 Spectifications 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,
(8) 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 (38) co-
authorship of chapter V, “The Measurement of Understanding in the
Social Studies,” 45th Seni 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 wocsiqnas 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.—Hnroliment in federally aided vocational classes by the type of pro-
gram, fiscal years 1944-45 and 1945-46
, Enrollment
Type of program =
1944-45 1945-46 1
dR) 2 i Pe eee eae en en oe EM Bre Shin t ye AR gO ab 2, 012, 931 2, 205, 397
"A Sricultunes fsa yo EE ie ag te ice | ee ee ae 446. 953 494,182 .
Distributiveccenbatlions. (2 vas feos. atc see eee en eee Sn 152, 781 173, 475
Homie 6eonOHTeS sci Pe i ae © ee ce Oe Se er 890, 464 911, 592
Trade and industry EPR, pean Ae ea yk oie ee MEPs hep ey OTE, ee ee 522, 733 626, 148
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.—H2xpenditure of Federal, State, and local funds for vocational education
by type of program, fiscal years 1944-45 and 1945-46
Expenditure by type of program
ue
i : eee Home €co- Trade and in-
All programs Agriculture Distributive noms dustry
1 2 3 4 5 6
1944-46
Folepe es $65, 638, 689. 84 | $19, 151,605.90 | $1, 982, 776.62 | $18, 217, 859.30 | $26, 336, 448. 02
Ou pTaleaoe eo te 20, 004, 573. 38 7, 137, 391. 95 941, 836. 18 5, 097, 062. 60 6, 828, 282. 70
Stal oeewe oe seer 15, 344, 815. 44 4, 428, 239. 37 562, 281. 68 4, 396, 867. 48 5, 962, 426. 91
180.974 COW ieee ome Seeger 30, 289, 301. 02 7, 590, 974. 58 428, 658. 81 8, 728, 929. 22 18, 545, 738. 41
1948-46 1 LAL el ke ae ideas stakes gras tal GaN on Poe ache
Potalee. seas $67, 747, 985,38 | $19,785, 998.11 | $2,218, 907.88 | $18, 656,047.95 | $27,002, 031. 94
Ten hae Ve i ee 18, 561, 448, 11 6, 618, 216. 25 961, 224. 06 4, 425, 185. 27 6, 556, 822. 63
Blateles een eee Set) 16.451: 118.45 4, 540, 336. 55 642, 997.75 4, 833, 166. 94 6, 484, 617. 21
WSOCAIs a se oz 32, 735, 418, 82 8, 627, 445. 31 609, 685. 57 9, 397, 695. 74 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 380, 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 from 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 te 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’ 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 346, 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. 8; 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 Sint 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 soMetiine and the program of agricul-
tural education, the training needs to be met, and the basic features of
the program in e caiiGhal agriculture all Head 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. 8S. 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, 1946
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 Y outh 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 oe research.
Supervision
During the war there wa8 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 tr aining and distrib-
U. S. OFFICE OF EDUCATION LOX
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, organizing, and conducting classes for employed adults.
Staff members also conducted institutes for the training of confer-
ence leaders and teachers 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 pperiling 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 3 109
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 3 in the bulletin,
Vocational 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 fae economics.
U. S. OFFICE OF EDUCATION 111
In curriculum 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 stemulating 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-
ae a ed ee ieee
Se _ +
(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 aE
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 one
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
Petar 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 Gbon
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 Bige ran 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. :
8. 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 Wes entitled, “Safety in School
Shops.”
8. 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
Sy * Ea SS
114 | ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946
in developing instructional materials particularly for the building
trades.
The study entitled Vocational 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 Ba 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 Frotection 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-hour fire instructor training schools held at Denver, Colo.,
Memphis, Tenn., and New York City. Some 75 men i dectwnnted
service Prana 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
7
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, professienal 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 actiwities—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 arid 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
/
> . .
ee a a
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 ae 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 30, 1946 .
Purpose Aa ee Geor: eer
DALAL ee a eve innee bp Se igs ap las koe Toe ee: 1 $7, 285, 122.03 | 2 $14, 483, 000. 00
Agrioulinral education . 5 js 524. 222.5 Cea cee cane hae tb eee a cee eet ow 3, 058, 452.99 4, 066, 465. 00
a rade Anam Ueprial education 9 )*.. = eee ey eee eee 3 3,111, 913.15 4, 056, 857. 50
Tome: economies education /.42.....45- nested feeb denweaee Snswedacubeeelcauaees ee 4, 051, 677. 50
Pistuputrve OCcUpAtIONS <2. Sen Cee a ee ee ee er 1, 254, 000. 00
NEGSCDOGAPRINGING me Peta koh Gk ae ti eka ate Mea oo okie ee 1, 114, 755. 89 1, 054, 000, 00
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. ; ae be
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
§ 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
je)
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 jie |
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 a the Mississippi Study of Higher Education, initiated the
preceding year.
Periodical Publication
The periodical, Hicurr Epucarion, 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.
Kighteen 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, 1946
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.
Hicuer Epucation 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 8 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 colleges 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
— es” ee
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
| eriteria 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, oflice 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 Nasroes
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 me 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 intergroup 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 IT.
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 Dacleck 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 Forces; 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 ee tech-
niques developed by the armed forces; (8) 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 Seed 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.
Consultative 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 i 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. §. 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 es 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 W ar 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 ailing 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 IT 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 datas
of the program, there is assembled in the office a comprehensive
SO a
U. 8. 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, physicists,’ and production
supervisors ‘in fields essential to the National Defense . .. not to exceed
20 percentum? 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, 1940,
through June 30, 1945
Type of course Enrollment eet
Engineering-Drawing and Descriptive Geometry_-_-___--------------------------- 169; 313 9.4
WOMIMUNICATIONS soos 2 Se Pe Bs) Rd ees | Seem ee gre: ee Re eee ee * ~ 125, 996 7.0
Personnel-A dimimistration and. Labor: ena. eee ee Se ee ee 121, 281 6.7
ACCOUNTING Lee NS aS TU Pea BS Se See MO ee 102, 753 ina7A
Industrial: Organization and Management... ~ =." eee0 l= 22 ees 95, 489 5.3
VE ACR OIA EECS Re ae ap TP Es A aes 2 gh eters pel Iga Se 88, 764 4.9
Production, MOSTIeGRING 2 Nate Sue ee TR or oa ae eae We ee ai eee 87, 115 4.8
Safety 202 3 a AE Ee SSS EOS DOE ahr SEP Taker ee AT eee oe ee 66, 441 ad
HTC CUEOM CS eee re Ss RS IE Ns ee ke AT ON eee 59, 995 3. 4
Aeronautical Structural Engineering________- Papey Ih cabana Shekel pe APIS sat eno RTS Ss 55, 756 3.1
All Other COurses= So Ss ok Re ae ae I Ty SENG i he ree cr oan Ce ae 822, 813 46.0
3 IG) Fes 9 Geta Pe ay Seek Oe ERIN AY Pb UO all cate WEEN AI rat oe iy CN eet Ge ey a Sy A A A 1, 795, 716 100.0
TABLE 5.—Hnrollment in HDT, ESMDT, ESMWT I, ESMWT II, and ESMWT III
courses from Oct. 9, 1940, through June 30, 1945
EDT, | ESMDT, |EsMwT I) }°Wt eee
Item ; Ii, programs,
1940-1941} 1941-1942 | 1942-1943 | 4943" j944 | 1944-1945 | 1940-1945
1 2 3 g 5 6 7
Institutions which participated in
PTOGTAUT Ss i see Es Pee 143 194 214 195 172 (2)
Courses operated in:
Adie lds 175 een Sapte tee 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
Ghemvistry ss 272 Se ee 2 ale tes eae 220 480 437 296 1, 483
Py SIGS fe on Ee ed Seite See mots? 231 270 238 871
Production supervision ____|___-___-- 1, 072 2, 502 2, 981 2, 244 8, 799
Enrollment in: :
SAUTE TOMS ssl toe 0 ys ashe eee 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 cso ak at eee 7,914 13, 929 10, 664 6, 331 38, 838
PRYSiCS ule et ey eee 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:
Wemnles Sec oss Wee i Fi ead ee ce 811 38, 341 130, 245 79, 612 33, 226 282, 235
INGET DES == > et es on Ve oes 849 38, 265 10, 539 7, 574 2, 931 25, 158
WOLODaNS 2 226% 2 teds Tis hee 2 tet ae a eee ee on Ses | 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, 1948, 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 $3,827,836.32.
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 LBS
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—F inal 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 4
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 develope of he 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. Following 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 (6) 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
See — = fine pts
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 staff 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, especially 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 Dt-
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 ScHoont Lire, 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. 8. 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 Scuoon Lirn, 18
issues of HicuEr Epucatron, 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 publications which came off the press during
the 1946 fiscal year is as follows:
Publications Off the Press During 1946 Fiscal Y ear
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 Hast. (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 Hduca-
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 Firancing 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 1942-48 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, 1946
Miscellaneous
Annual Report of the United States Office of Education, 1945.
Expenditures Per Pupil in City Schools 1948-44. (Statistical Circular SRS-
12.2-026.
Job ee 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 Hducation Series No. 16. (Vocational Divi-
sion Bulletin No. 230.)
Selection of Students for Vocational Training. Occupational Information and
Guidance Series No. 18. (Vocational Division Bulletin No. 282.)
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
ScHoou Lire (10 issues—October 1945-July 1946, inclusive).
HIGHER EpucATION (18 issues—September 1, 1945-May 15, 1946, inclusive).
Reprints
Reprints from ScHoor 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).
Hducational 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).
ied Prince he 800s fo
U. 8. 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 38, 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 hbrary
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, 1946
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. - oe
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 roomiiic2 ois Se 25, 399
Telephone’ reference callsio22 Guus 8 Lee oo a ee 7, 864
Answers to reference inquiries received by mail________________ 1, 200
Interlibrary loans (included in 2 above)_____2-___________-_____ 2, 216
Books borrowed from other libraries
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. . ars
= Aas pant SD ee Gh AEP
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 scene
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 biblographies 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 J apan, 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 Scuoon Lars, 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, 1946
Alabama. This staff representative conducted daily discussions on —
books and reading for children and young people, and worked also in —
the field 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 (8) 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 Kastern 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) W ar 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. §. OFFICE OF EDUCATION 155
participated in the pial Conference of Eastern College iseree se
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 ScHoon Lirr, 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 uence
to educators.
Consultative service was given also through office conferences and
by correspondence with hbrarians, 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
ee Se eS eee
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.
TasLe 6.—Services provided by the Educational Uses of Radio Section,
fiscal year 1945-46
Volume for | Volume for |Grand total
1945-46 1944-45 to date
Materials or services provided on request
Supplementary (informational) materials:
Radio Manual, Radio Glossary, Handbook of Sound Effects,
and Radio-Program Production Aids (all separate publica-
ITCELIERS [ese 20k TAPES lei eae ae te as PA ea ape aT Sep E BDA a Oe mE By 1, 536 57, 164
Production Aids (includes above publications and replaces
ICID ORR eee hone ae een eas. as Lares cos ks Ae As hs ) od Wf ates an 1,175
UENO AEs OETA Dilys cs Ss ee ke Ca ee a Se BOG slog ee eae 10, 661
College Radio Courses (a directory of courses for teachers) =____--- 1, 850 35 5, 959
Technical Publications (loan circulation) _......._...--£2---_.--- 134 227 6, 418
FM for Education (miscellaneous No. 7)___...------------------- 5, 027 2, 975 8, 002
Standards for College Courses in Radio____-___._..-.____-----__- 2, 000 2, 200 4, 200
State-wide Educational FM _ Broadcast-System Planning
(GeaW Lee sy5 8 WSS RAS eR en Ua Aen te olen cathy aie acta Sate 1,015 559 1, 574
Coordinated State-wide Educational FM Broadcast Planning
CLEA UEATS CHG IN ea la aap AYR een ee AAPL Se tale AnceP G2b yee Clr 625
Tatortistion Bulletins on Educational-Station Planning
PRINCES) eps te enn en Ge RO BL BE Ae ais T ee ae ke SOM Rs! Sauna ent 351
Piet limeay tee shal Ble Dap eS Mare wm Yue EN SO ST ans Bau 15; 273 7, 5382 96,129
Catalogs:
Fourth-Edition Script Catalog and 0. C. D. Script Catalog
(CGI 0 SY evE 3D) es RO ari Nae SUS elena 5 eRe i pad pene glam ee Da Aske aa aM cae 499 11, 290
Senipis tore VACtOlyAe Alaloge aS Soe CaP ee a ie 125 1, 406 9, 064
Beripi- nealing Hupplement jo. 5. see eli hacia 95 199 6, 616
Transcriptions-for-Victory Catalog__-.___._.._..--.-.---------_- 927 1, 288 8, 955
Transcriptions-for-Victory Catalog Supplement_______.-___--._- 1, 231 599 1, 830
PUMA Riga ign e otek te ng Soe ap gece pec eee ea dags a-> == 2, 378 3, 991 37, 755
Miscellaneous:
Transcription Circulation (program loans) _______--------------- 2, 481 2, 604 13, 060
Seript Circulation (program loans). >. /s222222 20 cael 6, 329 8, 989 352, 386
F. R. E. C. Service Bulletin (total copies). -_---.-_-----.-.----- 49, 166 40, 000 389, 666
F. R. E. C. Program-Listing Service Bulletin__.___.__.___-._---- 9, 300 5, 198 19, 198
Requests Filled for Technical Advice or Information___-------_- 502 493 1, 891
States Given Requested FM-System Planning Assistance _-_-_-_-_- 10 14 26
Individual Requests Received for one or More Services_-___-----_- 16, 438 16, 159 103, 239
Separate Pieces of Out-Going Mail_-.-..2-.2.---.-----.----2.--- 37, 815 39,826 | 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 educa-
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 hight 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
REC 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 toa minimum. How- |
ever, toward the close of the fiscal year, arrangements were made with _
U. 8S. OFFICE OF EDUCATION 159
the etre 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 stil]
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 8,000 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 he
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; (38) 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 F
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
Sane of unique or highly specialized nature.
Requested participation, by members of the Radio Section’s pris.
sional staff, in special meetings and projects involving the use of radio
in Saucwien 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;
(8) taking part, as discussion leaders and special-problems consult-
ants, in the Ohio and the Wisconsin State Radio-Edueation 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 yen include
the following: | |
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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 manufaeturers, 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 Broadeasting 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.
726458477
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 Total number
of productions of productions
Subject areas in each subject | Subject areas in each subject
Machine shop work_-_-------~--~- 125} Farm ‘work 32... __222 ee apts Bate’
AIPCralt WOrkKoL So eee eS 77| Refrigeration service_____._______ 15
Precision wood machining__-~____ 41| Nursing =o! 222 eee 14
Shipbuilding skills _-_--_-_---_----_ 40| Foundry practice________________. 14
Hleetrieal work. 22st es 28 | Plasties.2 22-224 3 Lo See 10
HMncineering 2262 esto, oe 23 | Optical craftsmanship____________ 6
Problems in supervision____.______ 22.| Welding. 2. 2 eee 5
Automotive operation and main- PRE
TOTIBNCO Io = 6 SL ee ee 19 Total: 2-3 See 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 Total waneaen
of productions of productions
Subject areas in each subject | Subject areas in each subject
Basic =machines.2_ oo ee 4) Operations on grinding machines__ 23
Precision measurement_-_____.___ 8 Operations on the horizontal bor- — —
Carbide: todles 22 a ee 5 ing’ mill. 222 ee 6
Blueprint reading________________ 5 Operations on the vertical bor-
Bench work 22 ee. oo et ae 10). Ang. millos2i pe eee 8
Operations on the lathe___________ 17 | Operations on the shaper_________ 3
Operations on the drill press______ 5] Operations on the broaching ma-
Operations on the turret lathe_____ vé chine 20° 2 iS eee 3
Operations on the milling machine. 15] Operations on the planer__________ a
Operations on the metal cutting Operations on the gear hobber____ 5
band ssa w.2e So oe ea 2
The use of single point cutting
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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.
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U. §. 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 when 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
acontract. 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
Bop EES eS ge a et
Number of—
Dat ones
=r : Motion | Film | Tecelved
pictures strips
5
Pqlyiio et oot eee : Re Se eared: SPOR op ieee 880 413 | $5, 181.55
Aebist. 1.5 belts. oe ee ee re ee 526 ‘ 431 3, 176, 35
nibh ices Segre CL eh oes WiMedia oe ett ee AAS 651 556 , 287. 85
joi pe ete MES TERRE hc SIGs REE SPM A PLE Ed 564 ‘449 | 3.367,75
Wovemt boris 2 oe a en ae ae a ae See 770 676 4, 664. 10
Deeeti bet ee Fe ae ee SE ee es BE ae bee 74 28 435. 30:
1946
JP dtot: la ite tae oleae SSA on a eee : es OES Se Sh ee 1,113 1, 085 6, 779. 50
PGHEUATY = oe os gee a a eee Pe ee oo ee eee 304 611 1, 961. 85
IVE CH se eae ee ee eS Soe 557 3, 428. 15
ApH. ust Ps. are ee RON gk le Eee Se Preaek Seca tt See 605 750 3, 741. 25
1 Ege ae Ney ag eee Ary ER a Ad es ee ee Sea ae 254 515 1, 586. 75
Fes ns oe ee ee A ee a 632 504 3, 810. 40
otal os ere ea Rasy elgg eee Sa tae 6, 990 7,662 | 42, 420.50.
A summary of the sales during the previous years follows:
Number of prints sold Sums
Fiscal year a0 pda te
otion : : ,
pictures Film strips| Treasury
1941=S0ndg re er a ne eS See ee ee 28, 112 o|. 0
TO Be ee ek eR ee SEES Bete ee ae Retr eee 3, 038 1,250 | $12,951.75
$045 ses Ss Be ee ee ere Sires Us Stale lee ee he 7, 542 5, 907 52, 380. 15.
EO4G. oe. Fcc Crease ones abs AE Oe ee a Pe 6, 990 7, 662 42,420.50 |
POtai sen: 2ce tue od = oe ie Peet ees ee ee ea ee eee 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
a eT es oC ee Te
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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. 18, 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. Asa 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 alJ 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 utilization. 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 AGHNCY, 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.
a eS ee ee eT ee ee ee ee
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 files 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.
Work 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 rien 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. a
The United States Office of Education maintains a constant, officials
direct relationship with each chief State school officer and ith 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 sare Lirr 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
4
*
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G
;
ik SS ee oe ee
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
ioe
a. a
U. S. OFFICE OF EDUCATION iat
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 packet 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 the 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 Rddition 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 ScHoot Lire.
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 Basta 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. §. OFFICE OF EDUCATION LEYS
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 ScHoon Lirr,
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,
8. 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, ete., 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
ScHoot Lire, 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 schoo] 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 ScHoon Li¥Fsg, 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 (8) in conducting the wide rages 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 38 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 Le
Mato in this field.
The following are among the school plant services provided = the
School Housing Section during the year:
:
10.
11.
13.
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.
. 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.
. Staff member served on the programs of four regional school plant con-
ferences at New York City; Nashville, Tennessee; Daytona Beach,
Florida; and Chicago.
. Staff member directed or participated in State-wide school plant con-
ferences in Maryland, Alabama, Oregon, and California.
. Provided consultative services to State departments of education in
Maryland, Florida, Georgia, Alabama, and Tennessee.
. Staff member served as plant consultant on college and university sur-
veys in Florida, South Carolina, Alabama, and Mississippi.
. Provided consultative service to War Department on Air College at
Maxwell Field.
. Provided consultative services on the plant programs of 17 county and
city school systems in Maryland, Ohio, California, Alabama, South
Carolina, and Georgia.
. 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.
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.
Checked and offered suggestions on several building plans brought or
sent in to the Office by school superintendents and architects.
. Answered a large volume of correspondence giving references, advice,
and technical data on the planning of educational plant facilities.
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 Goyernors 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 ;
. 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.
Ol
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-
1A 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.
. Maintaining cjose 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 Fur DENS 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.
~l
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 180,000 potential educational claimants, the 48 State educational
agencies plus those in the District of Columbia, Alaska, Hawaii, and
Puerto Rico, the 83 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
os PIDG45B—-4 7a Bt re
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
stitutions 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 programs 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, “a equitable distribution of
available property.
The director was delegated authority by and is responsible Ys 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.’
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 Rico, 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 Ee 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* 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.
2 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.
%See SPA Regulation 2.
180 ANNUAL REPORT, FEDERAL SECURITY AGENCY, 1946
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; (8) 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) ; (8) 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 IV and V claimants. (This involves
presenting the needs of educational institutions to WAA when avail-
able property is allocated among the claimants of group IV and group
V; 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. Szte sales—Technical assistance for WAA at site sales to octaen
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.—TYechnical 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 14.—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 donable property.—These two programs are
basically alike in their problems but differ in details.‘
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. ) 7
*See 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 °
1. By purchase at discount from fair value from WAA ®
(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
toWAA. 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.
(6) Real property—FEducational 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 aeolian 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 Prope
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.
‘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.
(¢) 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 ofa
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, 1946
TABLE 8.—Preliminary report of purchase orders and sales under SPA Regula-
tion 14, educational institutions and instrumentalities, for period Feb. 16,
1946, through June 28, 1946
[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 close of the period had been
dere 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
W AA region Stakes fe Beers:
A column air column
Number | Fair value | Number oftsc Sains sf ack
: umn 2 umn 3
ENG ee AE rs ie a SS Bee) | ae WERE RY pA a eS | a
1 2 3 4 5 6 7
Alabama—Birmingham._______________- 62 $74, 972 17 27.4 $8, 084 10.
Arkansas—Little Rock_________________ 31 15, 459 28 90.3 10,608} ~ 68
California—
San MrancGiscG 252-2 sss ee ae 1,693 | 1,136,175 756 44.6 | 275,100 24
Los Ariseles st 2227 et ae 478 253, 479 162 33. 9 62, 077 24
Colorado—Denver i. 2 te eee eS 1, 694 349, 700 920 54.3 | 182, 506 §2.
Florida—Jacksonville__.-._._.2.=---___- 17 12, 195 0 0 0 0
Geéorvia—Atlante. so2h1 oe es 2, 654 1, 323, 612 1721. 64.8 414, 287 31.
Jilinois=—Chicago 2. she te 1,148 923, 990 427 37.2 | 162,270 17
Kentucky—Louisville §. s2. eo ee Pe a 2 ee
Louisiana—New Orleans________________ 440 363, 083 230 520s 95, 684 26. 4
Massachusetts—Boston___.__-_____-__<- 1, 522 566, 380 1, 093 71.8 | 227,759 40. 2
Michigan—Detroit__—_-_ 2222-224. 261 107, 114 28 10.7 | 217,815 16.6
Minnesota—Minneapolis_______________ 138 73, 320 14 10.1 9, 684 13.2
Missouri:
Kansas Crysis: Se Ca eae 1, 644 950, 869 725 44.1 | 3198, 795 20.9
Si CUOWIS sien oe Os Wea 65 36, 985 15 23.1 | 4 26,695 72.2
Montana—Helena____2_----_-___-2-__.. 28 16, 644 1 3.6 3, 623 21.8
Nebraska—Omaha__________2_2-____1__- 86 49, 460 42 48.8 39, 773 80. 4
New York—New York City____________ 2, 498 889, 437 1, 383 55.4 | 323, 134 36.3
a pen Carolina—Charlotte__.__________ 65 83, 448 10 15.4 3, 413 4.1
io—
GINGA tees = ee ee, 2, 275 559, 390 451 19.8 114, 088 20.4
Cleveland (Fe ae ee 238 111, 132 430 180. 7 62, 120 55. 9
Oklahoma— Oklahoma City___________- 240 68, 317 4 19% 2, 106 Bel
Oregon—Portlands = = 139 38, 401 44 31.6 6, 593 17.2
Pennsylvania—Philadelphia____.______- 1, 101 441, 263 667 60.6 | 156,110 _ 85.4
Tenunessee—Nashville______._.__________ 80 66, 277 . 68 85.0 9, * 89.9
Texas— :
Dallasiter SP ee er ee Vi ed ek ged epee ee :
Hart. Oorthite ois so se eae ed 1,256 | 1,045, 871 891 70.9 | 245, 664 23.5
HHoustqnee ao Recon eo ee Pe Af 12 Paw ala 0 0 0 0
HaneAntonigs sve cee We et 11 1, 736 6 54.5 837 48.2
Utah—Salt Lake City_. 22-2 2-i2ci 2.22. 106 37,310 18 17.0 3, 520 9.4
Virginia—Richmond____________________ 191 212, 031 10 6.2 6, 367 3.0
Washington—
DOATIGs aes Soe trie ace he Oe 1, 021 426, 437 805 78.8 254, 252 59.6
Spokanete. ose Di ne pe ee a ee
Washington, D. C.—Electronic pro-
Lal pes Papen natinm rig Grpmibees eae t! ai etae ek SUR 8 1, 297 70, 562 0 0 0 0
SL Oba s poe ee a ee a 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.
4 On 13 sales documents only.
Army and Navy donation programs.—tTable 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—
Total cost Regular Public
Month price of public ele- : :
: technical, |Higher edu- *
donations mentary eae And. keatlonaline Miscella-
secondary vocational | stitutions moe
sukoeis schools
1 2 3 4 5 6
Motaior ss Months... 02 ees S28 GAO FOO see oes Se ea NOL Mead meet debut ie aaa St
1945
Vist Vienne ina ge hee 4,324, 113 25.6 62.5 11.4 0.5
Ap ae Ted IN GD ilu Sue 5 oe Ei ete an RIC a 4, 495, 269 21.9 30. 0 47.1 “1.0
(fh we 6 Nig I a ea eae 5, 228, 540 48.6 30, 1 19.3 2.0
Peacimee me A TS Co 1, 673, 726 41.4 43,2 15.3 “1
PIOMLOMINOE et earan ye mime! cis Set a 1, 645, 154 29. 5 64. 6 5.9 .0
October_-_.-- 28} 9 AO Ser STR ASN SU ea cam 1, 339, 808 SOs 17.3 47.5 sik
INGvoHtDebanumite. sie ean hos ear 865, 463 54.7 ud Rew f 33.6 0
LOVED EL 2 TN 0. a5 che Hs Bi 4 Rt ae ke 1, 893, 061 59.6 24.1 13.8 2.5
1946
Aj E215 635 (iva tL SCS ane ag, Rena ge 850, 416 28. 4 2.8 63. 2 5.6
Pelaree re he 1, 912, 491 41.0 9.2 49,1 Wg
OY ERTS Sh ally SIA SAS Goh a pe a eee 1, 569, 095 55.3 15.1 29.6 .0
ANG STE 5 ICN, FS ON oN ed eA a 1, 750, 201 38. 2 5.9 49. 4 6.5
ot 26.8 15
ig ke ee 1, 093, 432 53.0 12.
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
AL TIMe SIa0 I os Sapa Dy SA See Cb tek NED gk gre a Cae Meee MS $8, 168, 000
Army Service Forces, February through June 1946___ 20, 697, 000
Dawvo ve vy and! os Une 104s ee ee 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 fromthe WAA. Further-
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