RESEARCH BULLETIN ROOM LIBRARY av ‘oF mic OF THE NATIONAL EDUCATION po Al VOL. XII: No. 4 SEPTEMBER 1934 ASSOCIATION National Deliberative Committees in Education Published by the RESEARCH DIVISION of the NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth Street, N. W., Washington, D. C. RESEARCH BULLETIN o » Published five times each year in January, March, May, September, and November President, HENRY LESTER SMITH NATIONAL EDUCATION ASSOCIATION Secretary, J. W. CRABTRE! The payment of the $5 membership fee of the National Education Association entitles one to receive for one year the Research Bulletin, the Journal, the An- nual Volume of Addresses and Proceed- ings, and certain other publications of the Association. One dollar of each $5 mem- bership fee is for a year’s subscription to the Research Bulletin. The Research Bulletin may be subscribed for separately) at $1 per year. Copies may be _ pur- chased for 25 cents, and in quantities at a reduced rate. Those entitled to receive the Research Bulletin regularly are asked to report at once any change of residence, giving old as well as new address. Entered as second-class matter February 10, 1923, at the Post Office at Washington, D. C., under Act of August 24, 1912. Acceptance for mailing at special rate of postage provided for in Section 1103, Act of October 3, 1917, authorized February 10, 1923. Director of Research: William G. Carr; Associate Director: Frank W/. Hubbard Assistant Directors: Richard R. Foster, lvan A. Booker Executive and Editorial Offices 1201 Sixteenth Street, N. W., Washington, D. C. Purchasing Copies Additional copies of this issue of the Research Bulletin may be obtained at the following prices, postpaid if remittance accompanies order: Single copies, 25c. 2 to 9 copies—10% reduction. 10 to 99 copies—25% reduction. 100 or more copies—33'%4 % reduction. Orders for Research Bulletins not ac- companied by remittance are subject to transportation charges. Make checks pay- able to National Education Association. Subscriptions The Research Bulletin may be received regularly thru a special subscription at $1 per year. Many of the early issues of the Research Bulletin are already out of print. The special subscription at $1 per year offers an opportunity to maintain a complete file of future Research Bulletins. Reproduction of Material in Research Bulletins Material appearing in Research Bul- letins may, with the usual acknowledg- ments, be reproduced for the advancement of education. No authority other than this notice is needed previous to such reproduc- tion. In such cases a letter describing the proposed use of materials will be appre- ciated. Address communications to the Research Division, National Education Association, 1201 Sixteenth Street, N. W.., Washington, D. C. On request, the Division of Publica- tions will supply at cost mats of figures which appear in the Research Bulletin. CONTENTS ORGANIZATIONS LisTED IN [THis BULLETIN FOREWORD INTRODUCTION NATIONAL DELIBERATIVE COMMITTEES...........-: Ne oo as iw ue sick Renee a INDEX TO CHAIRMEN OF COMMITTEES...........--++. APPENDIX ORGANIZATIONS LISTED IN THIS BULLETIN Advisory Committee on Education by Radio American and Canadian Committees on Modern Languages American Association for Adult Education American Association of Collegiate Schools of Business American Association of Dental Schools American Association of Psychiatric Social Workers American Association of University Professors American Association on Mental Deficiency American Classical League American Council on Education American Historical Association American Institute of Graphic Arts American Library Association American Nature Study Society American Vocational Association Association for Childhood Education Association of American Colleges Association of American Medical Colleges Association of American Universities Association of Collegiate Schools of Architecture Association of Deans and Directors of Summer Sessions Association of Urban Universities Carnegie Corporation Carnegie Foundation for the Teaching Character Education Inquiry of Teachers College, Columbia University, in Cooperation with the Institute of Social and Religious Research Civics Research Institute College Physical Education Association Commission on Length of Elementary Education Commission on National Aid to Vocational Educa- tion Committee for Cooperative Study of Secondary- School Standards and Accrediting Procedures Committee on the Grading of Nursing Schools Commonwealth Fund Conference on Guidance Aids for Rural Young People , Advancement of Educational Finance Inquiry Commission Federal Advisory Committee on Emergency Aid in Education Federal Council of the Churches of Christ in Amer- ica, Department of Research and Education Federated Council on Art Education General Education Board Mathematical Association of America Music Educators National Conference National Advisory Committee on Education National Advisory Committee on Illiteracy National Advisory Council on Radio in Education National Association for Nursery Education (Ap- pendix) National Association for Teaching National Association Training Institutions Research in Science of Commercial Teacher National Association of Public School 8 Officials National Association of Secretaries of Stat: ers Associations National Association of Teachers of Spee: National Child Labor Committee National Committee on Education by Radio National Committee on Standard Reports stitutions of Higher Education National Committee on Teaching Motion P Appreciation National Conference on College Hygiene National Council of Teachers of English National Council on Education for Journalis National Council on Religion in Higher Fd National Education Association Department of Adult Education Department of Classroom Teachers Department of Deans of Women (Nationa! ciation of Deans of Women) Department of Educational Research (.\me Educational Research Association) Department of Elementary School Principals Department of Kindergarten Education Department of Rural Education Department of School Health and Physica cation Department of Secondary Education Department of Secondary-School Principals Department of Superintendence Department of Supervisors and Directors otf struction Department of Supervisors and Home Economics ( Appendix) Department of Teachers Colleges Association of Teachers Colleges) National Council of Education Research Division Natioenal Federation of Modern Language Teach: National League of Nursing Education National Personnel Service, Inc. National Probation Association National Society for the Study of Education National Society of College Teachers of Educat New York Commission on Ventilation Teachers (Ame Payne Fund Peabody Conferences on Education and Racial justment Phi Delta Kappa Pi Lambda Theta President’s Research Committee on Progressive Education Association Social Trends Rockefeller Foundation Rosenwald Fund Secondary Education Board Social Science Research Council Society for the Promotion of Engineering Education United States Office of Education White Heuse Conference on Child Health and P tection FOREWORD ITHIN THE NEXT DECADE, American education will undergo many funda mental changes. The orderly social and economic revolution through which the country is passing places upon the schools greater demands and new responsibilities. Unemployed youths whose services cannot be absorbed by industry must be provided with proper educational opportunities. ‘he work ot the schools in preparing for social and economic citizenship must be increased in effectiveness. The preparation of teachers for the new age requires far-reach ing changes. The relation of education to other governmental functions, the organization of educational opportunity for the additional leisure time of adults, the coordination of the schools with libraries and playgrounds—these and a scor¢ of other problems press for careful consideration and constructive action in shaping a new program of education for a new age. In recent years many national agencies have made searching analyses ot various phases of education. This directory of deliberative national committees dealing with important educational problems lists over 250 such groups pre paring reports on various areas of education. The teaching profession is evidentl\ vitally interested in the continuous improvement and adaptation of the schools If this wholesome activity within the profession is to be most effective, the recommendations of these deliberative groups must be integrated into a national program for education and given an impetus which will bring about the transla tion of this program into action by the several states and local school systems Many states have already established some form of council for planning on statewide basis, and these councils would doubtless cooperate with a parallel national group in developing recommendations for educational improvement and in getting them before the people and into action. In view of these conditions, the Joint Commission on the Emergency in Education requested that a directory be prepared which would reveal committee and organizational activity of a character pertinent to educational recovery and reconstruction. The resulting directory reveals those areas of the total educa tional problem which are receiving maximum attention, those in which co ordination of effort may be fruitful, and those which are relatively neglected by existing deliberative groups. The issuance of this directory represents a first step on the part of the Joint Commission in carrying out instructions to broaden the scope of its work so as to include an appraisal of the present educational program and the development of a long term plan for such changes as may be required to enable the schools to meet effectively the challenge presented to them by a changing social order. Joun K. Norton, Chairman, Joint Commission on the Emergency in Education. a 1S tes eee OTS Introduction This directory lists the major deliberative committees and commissions which have re- ported or which are now at work on important educational topics. Material for the directory was collected by the following methods: A general letter of inquiry requesting informa- tion regarding committees was sent on January 12, 1934, to approximately 500 educational, civic, and social organizations and agencies of national scope, excluding state or regional groups. On March 28, a second letter was sent to educational organizations which had not responded to the first inquiry. Replies were received from about 200 organizations and ex- tensive correspondence was carried on to verify the information thus assembled. 2. Educational periodicals were scanned for news notes regarding important committee investigations. 3. Personal visits were made to the headquarters of several national agencies maintaining offices in Washington, D. C. 4. All entries were submitted for final approval approximately May 1, 1934, either to the chairman of the committee in question or to the secretary of the sponsoring organization. Committees are listed under the names of the organizations which are responsible for their work, arranged alphabetically. The ad- dress of the headquarters office of the organiza- tion, or the address of the secretary, if no per- manent office is maintained, follows. A few committees or conferences which represent a large number of organizations are listed under the name of the committee or conference itself. Information is given on the following items for each deliberative group. 1. Chairman and membership—The chairman’s name and present address, if known, is reported. Otherwise, the institutional connection given is that held at the time the committee submitted its final report. Names of committee members are listed, ex- cept when the membership exceeds fifteen persons. In the case of continuing committees the latest avail- able list of names is given. In the case of committees which have completed their work, the names of those who subscribed to the final report are listed. 2. Scope and purpose—Information is given as to date of appointment, official assignment of duties, financial support, special staff, and method of These facts were drawn from official publications » data supplied by organization officers. 3. Reports—Bibliographic reference is mac; published reports, together with a summary of majo, recommendations. Reports in progress are mentioned to the extent that facts are available regarding them Decisions regarding the inclusion of com mittees have been made by the staff compiling the directory. Committees exercising chiefly, or only, executive and editorial functions are omitted, although it was not always easy to dis. tinguish between committees whose work js deliberative and whose reports are a pronounce- ment of group opinion, and those committees whose work is mainly administrative. As a gen eral rule, reports which represent the work of individuals, rather than the conclusions of 4 committee, are also excluded. The directory has aimed to include significant committee te- ports which have appeared since January | 1930. In addition, a few earlier reports of un- usual influence are listed. Considerable space has been given to the activities of the National Education Association, partly because of the widely diversified nature of its departments and other units, and partly because information has been readily available regarding its projects. Brief descriptions of the activities of founda. tions whose grants to educational projects have made possible significant reports are also in cluded. At the end of the directory a brief subject index classifies committees according to thei: fields of activity. This should be useful in giv ing a general indication of major emphasis in committee activity and in locating committees at work in the various fields. An index of com mittee chairmen is also provided. So far as is known, no similar compilation of deliberative committees in the field of edu- cation exists.' Since it may be desirable to revise the directory from time to time, suggestions and corrections will be welcomed. 1 Information regarding organizations at work in fields related to education is contained in the following directories: A Directory of Agencies Working with and for a Research Service Bulletin No. 13. Chicago: International Counc’! Religious Education, 1934. 71 ( — ed.) Educational Directory, 1934, U. £ Dep ofthe 1 Interior, Office of Education, Bulletin, 1934, No. 1. Washington, D. ( Government Office, 1933. Pet ‘iv. “Educational Associations and Boards and Foundations,” p. 115-54. Handbook of Adult Education in the United States, 1934. New York: American Association for Adult Education, 1934. Organizations in the Field of Public Administration ; a Directory. Chicago: Public Administration Clearing House, 1932. 2 Social Work Yearbook, 1933. New York: Russell Sage Foundation, 1933. 680 p. [150] 1 of y TK Cations ; dT made t y of n ajor Mentioned ling them of com- ompiling ; chiefly, tions are sy to dis- work js mnounce- mmittees \s a gen- work of ms of a lirectory ittee re- ary 1, s of un- le space N ational of the rtments rmation rojects, founda- ‘ts have also in subject o their in giv- lasis in mittees »f com vilation »f edu- > revise estions to NATIONAL DELIBERATIVE COMMITTEES ADVISORY COMMITTEE ON EDUCA- TION BY RADIO Chairman—William John Cooper, George Wash- ington University, Washington, D. C. (formerly U. S. Commissioner of Education). Members—Membership of twenty. Organized into four subcommittees: Ways and Means, charged with the responsibility of securing funds and adminis- tering them; Fact-Finding, deputed to discover every experiment in broadcasting of an educa- tional nature; Research, asked to develop technics for evaluating the effectiveness of educational pro- grams; and Executive. Members of Executive Committee included: W. W. Charters, J. L. Clif ton, William John Cooper, chairman, Ira E. Robin son, H. R. Shipherd. Scope and purpose—Appointed June 6, 1929, by Secretary of the Interior Ray Lyman Wilbur to make a fact-finding survey of the possibilities of radio as an educational tool. Financial aid secured from the Payne Fund, Carnegie Corporation, J. C. Penney Foundation, and individual donors. Re ported to the Secretary of the Interior February 15, 1930. Reports 1. Advisory Committee on Education by Radio. Report. Columbus, Ohio: F. J. Heer Printing Co., 1930. 246 p. (Copies may be obtained from the U. S. Office of Education, Washington, D. C.) Committee reported a widespread interest in educational broadcasting, which has two fields: broadcasting the materials of formal school work, and broadcasting for adults. Recommended: a. Establishment in the Office of Education of a section devoted to education by radio with such responsibilities as these: custody of Com- mittee’s files, issuance of bulletins, making in- vestigations, keeping educational interests in- formed of importance of radio as a tool, pre- vention of conflicts and duplication of effort, and furnishing advice on the educational soundness of suggested programs. . Provision for necessary funds for such section in regular budget for the Department of the Interior. Creation of an advisory committee to rep- resent educational institutions, commercial broadcasting, and the general public. . Effort to secure funds sufficient to launch pro- gram in formal school subjects and to check results. . Advising Federal Radio Commission of the importance of educational broadcasting. AMERICAN AND CANADIAN COMMIT- TEES ON MODERN LANGUAGES Chairman of Modern Foreign Language Study— Robert Herndon Fife, Columbia University, New York, N. Y.; of Canadian Committee—M. A. Buchanan, University of Toronto, Toronto, Canada. Members—Plan of organization included a Com mittee on Direction and Control and three special investigators, one for each of the three modern languages of major interest. Officers of Committee and investigators delegated as a Committee on In vestigation to carry on the survey. Scope and purpose—Need for an investigation of the teaching of modern foreign languages and of their place in American education and culture was recognized in 1924 by the Carnegie Corporation, which agreed to finance the study, and by the Amer ican Council on Education, which consented to sponsor the investigation and act as its fiscal agent Title of Modern Foreign Language Study was adopted for the investigation. A regional organiza tion was set up to represent eight geographical areas of the United States. Canadian Committee completed its organization in November, 1924. Re search undertakings were jointly planned and jointly supported from budgets of the two com- mittees. The first task was the gathering of information regarding the present organization and results of modern language teaching, by means of 35,000 ques tionnaires to principals of secondary schools, mod ern language departments and registrars of all listed colleges, selected modern language teachers, and graduates of schools and colleges who had studied modern languages, and through visits to schools, colleges, and universities. Achievement tests were prepared and administered to pupils. A third undertaking was the organization of a series of studies by graduate departments of education and modern languages. A fourth project consisted of frequency studies in the basic materials of instruc- tion in vocabulary and idiom. The survey was completed in 1928. Publication of reports began in 1927 and continued through 1930.) Reports—Seventeen volumes were published by the two committees. Volumes 4, 12, and 13 describe con ditions in the United States as regards enrolment; objectives, content, and organization of courses; and training of teachers. They bear the imprint of the American committee alone. Similarly, vol- umes 6 and 7 represent the situation in these fields as found in Canada. The remaining twelve volumes are joint issues. In 1931 a summary volume was issued as a guide to the vast amount of research contained in the published reports. This survey is numbered as item 18 in the following list. 1. Wood, Ben D. New York Experiments with Nex Type Modern Language Tests. New York: Mac millan Co., 1927. 339 p. Buswell, G. T. 4 Laboratory Study of the Read ing of Modern Foreign Languages. New York: Macmillan Co., 1927. 100 p. 3. Buchanan, Milton A., compiler. A Graded Span ish Word Book. Toronto: University of Toronto Press, 1927. 195 p. (3d edition published in 1932.) 4. Wheeler, C. A., and others, compilers. Enroll- ment in the Modern Foreign Languages in Sec- 1See also American Council on Education, Committee on Modern Language Teaching, p. 159. [151] AMERICAN AND CANADIAN COMMITTEES ON Mopern Lanouaces (Cont.) ondary Schools and Colleges of the United States. Compiled with cooperation of the Bureau of Education. New York: Macmillan Co., 1928. 453 p. . Henmon, V. A. C. Achievement Tests in the Modern Foreign Languages. New York: Mac- millan Co., 1929. 363 p. . Canadian Committee on Modern Languages. Modern Language Instruction in Canada. 1. To- ronto: University of Toronto Press, 1928. 547 p. . Canadian Committee on Modern Languages. Modern Language Instruction in Canada. II. Toronto: University of Toronto Press, 1928. 852 p. . Buchanan, M. A., and MacPhee, E. D., com- pilers. 4n Annotated Bibliography of Modern Language Methodology. Toronto: University of Toronto Press, 1928. 428 p. (Reprinted from Vol. VI above.) . Morgan, B. Q., editor. 4A German Frequency Word Book, Based on Kaeding’s Haufigkeits- worterbuch der deutschen Sprache. New York: Macmillan Co., 1928. 87 p. " Hauch, Edward F., compiler. 4 German Idiom List, Selected on the Basis of Frequency and Range of Occurrence. New York: Macmillan Co., 1929. 98 p. . Keniston, Hayward, compiler. 4 Spanish Idiom List, Selected on Basis of Range and Frequency of Occurrence. New York: Macmillan Co., 1929. 108 p. . Coleman, Algernon. The Teaching of Modern Foreign Languages in the United States. New York: Macmillan Co., 1929. 299 p. . Purin, C. M. The Training of Teachers of the Modern Foreign Languages. New York: Mac- millan Co., 1929. 112 p. . Henmon, V. A. C., and others. Prognosis Tests in the Modern Foreign Languages. New York: Macmillan Co., 1929. 182 p. . Vander Beke, George E., compiler. French Word Book. New York: Macmillan Co., 1929. 188 p. . Cheydleur, Frederic D., compiler. French Idiom List, Based on a Running Count of 1,183,000 Words. New York: Macmillan Co., 1929. 154 p. . Studies in Modern Language Teaching. New York: Macmillan Co., 1930. 491 p. . Fife, Robert Herndon. 4 Summary of Reports on the Modern Languages Issued by the Modern Foreign Language Study and the Canadian Committee on Modern Languages. New York: Macmillan Co., 1931. 261 p. AMERICAN ASSOCIATION FOR ADULT EDUCATION 60 East 42d St., New York, N. Y. Director—Morse A. Cartwright. The Association was organized in Chicago on March 26, 1926, by action of delegates from four regional conferences. Financial support is derived in part from the Carnegie Corporation in whose adult education program the Association advises. The activities of the Association have been rather strictly limited to serving as a national clearing house for information and to sponsoring stud experiments devised to clarify teaching and administrative problems in adult edu Information has been disseminated through zational contacts, conferences, the Journal of Education, the Handbook of Adult Educai the United States, and the publication of s studies. During recent years the Associatio: stressed the problem of reeducation arising unemployment and has sponsored studies portunity schools and the Adjustment Servi: the Unemployed of New York. Committees of the Association serve mer: an advisory capacity. Studies that are publish sponsored by the Association are prepared by n bers of the staff or by persons appointed specit for the conduct of a study because of special co: tence. Representative committees are listed b: Committee on Adult Elementary Education Chairman—Wil Lou Gray, Education, Columbia, S. C. Members—William S. Gray, J. W. Tilton. Scope and purpose—Appointed in 1930 to study th educational results of the opportunity school fo illiterates and near-illiterates conducted annual! by the South Carolina State Department of Educa tion. Financed by grant of $5000 from the Carnegi: Corporation. The experiment provided psychological and s pervisory service and one hundred maintenance: scholarships for two schools—one white and on colored—maintained for a month in the summ of 1931. Reports 1. Gray, William S.; Gray, Wil Lou; and Tilto: J. W. The Opportunity Schools of South Ca lina. New York: American Association for Ad Education, 1932. 141 p. State Department Committee on Community Projects Chairman—Elmer Scott, Civic Federation of Dallas Texas. Members—Lyman Bryson, Linda A. Eastma: Chauncey J. Hamlin, James A. Moyer. Scope and purpose—A standing committee co: cerned with projects in adult education in loca areas. Reports are now in preparation on acti\ ties in Westchester County, New York, and Dallas Texas. Reports 1. Bryson, Lyman. A State Plan for Adult Educa tion. New York: American Association for Ad Education, 1934. . Hudson, Robert B., and Walker, John O. Ra burn: A Plan of Living. New York: America: Association for Adult Education, 1934. . Lorimer, Frank. The Making of Adult Minds a Metropolitan Area. New York: Macmilla: Co., 1931. 245 p. . Ozanne, Jacques. Regional Surveys of Adult bJ- ucation. New York: American Association | Adult Education, 1934. . Stearns, W. F. Adult Education in Massa: setts. Boston: Massachusetts Commission on ¢! Enrichment of Adult Life, 1932. 55 p. { 152] stud a a edu gh 1 oT ucal of s iatior sing es ervic mere blished | by men pecifica ial compe ed below ication rtment n. study th choo! fo annual! f Educa Carnegie and « intenanc: and on summer F Dallas bastmar ee col in loca | activi- Dallas Educa r Ad ). Rad merical 'inds in emilla: ult Ed- ion SSaCHU on tm nmittee on Public School Relations yman—James A. Moyer, State Department of ation, Boston, Mass. Morriss, Robert E. pe and purpose—A report on the adult forum rogram conducted in the public schools of Des Moines, Iowa, is in preparation. mbers—Elizabeth C. Simon Committee on Reading Interests and Habits of Adults Joint Committee with American Library Associa- non Uembers—From American Association for Adult Education—William S. Gray, Edward L. Thorn dike: from American Library Association—Jennie M. Flexner, Adam Strohm. Scope and purpose—A standing committee for the consideration of reading interests and of the read ability of books. Studies under way have to do with the readers’ advisory service of the New York Public Library. Reports 1. Gray, William S., and Munroe, Ruth. Reading Interests and Habits of Adults. New York: Mac- millan Co., 1929. 305 p. Waples, Douglas, and Tyler, Ralph W. What People Want To Read About. Chicago: University of Chicago Press, 1931. 312 p. Committee on Rural Adult Education Chairman—Benson Y. Landis, Federal Council of the Churches of Christ in America, New York, N. Y. Members—Arthur E. Bestor, Edmund deS. Brunner, Kenyon L. Butterfield, Allen Eaton, Grace Fry- singer, Elizabeth B. Herring, William J. Hutchins, Elizabeth C. Morriss. Scope and purpose—A standing committee for the study of adult education in rural areas. Reports in preparation on an educational and recreational ex- periment among Southern mountain whites and on an experimental Institute of Rural Economics in New Jersey. Reports 1. Herring, J. W. Social Planning and Adult Edu- cation. New York: Macmillan Co., 1933. 138 p. 2. Landis, Benson Y., and Willard, J. D. Rural {dult Education. New York: Macmillan Co., 1933. 229 p. Committee on Techniques of Discussion Chairman—Harry =e 2s ~ ta a Se. = Se eee AMERICAN ASSOCIATION OF DENTAL SCHOOLS (Cont.) Members—Arthur D. Black, L. E. Blauch, Secretary, H. E. Friesell, John T. O’Rourke, Harry M. Semans. Scope and purpose—Appointed to make a complete survey of the dental curriculum. AMERICAN ASSOCIATION OF PSYCHI- ATRIC SOCIAL WORKERS #1 East 57th St., New York, N. Y. Committee on Professional Education . Chairman—Sarah Ivins, New York School of Social Work, New York, N. Y . Members—Alice Taggart, Charlotte Towle. Scope and purpose—Appointed in October, 1933, to clarify issues as to desirable training for social work and its transferability to other fields. Focus- sing work at present on classroom content and method. AMERICAN ASSOCIATION OF UNIVER- SITY PROFESSORS 744 Jackson Place, Washington, D. C. Committee on Academic Freedom and Tenure (Committee A) Chairman—Carl Wittke, Ohio State University, Columbus, Ohio. Members—Eastern: Ralph E. Himstead, J. T. Lichtenberger, A. O. Lovejoy, Holland Thompson. Central: W. C. Curtis, F. S$. Deibler, U. G. Weath- erly, Quincy Wright. Southern: L. L. Hendren, S. A. Mitchell, D. Y. Thomas. Western: A. M. Kidd, F. M. Padelford, R. C. Tolman. Scope and purpose—A standing committee, first organized in 1915, to formulate principles of aca- demic freedom and tenure. The Committee at pres- ent bases its policy on the eight principles of aca- demic freedom and tenure in colleges and universi- ties drawn up in 1925 at a conference of repre- sentatives of nine national organizations. The Com- mittee, with the assistance of an employed legal adviser, investigates and publishes reports upon situations where it appears that the principles of academic freedom and tenure are being violated. Many complaints are adjusted without giving pub- licity to the investigation. “It should be realized that the consistent policy of the Association is to cooperate to the utmost with administrations in securing justice for all groups within the college community. The Association has no desire to exercise control or coercion over the individual institution. Having defined principies and procedures, it is concerned with developing the sense of local responsibility essential to main- taining high standards.”—Bulletin, May, 1932, p. 326. Reports—Frequent reports on particular investiga- tions appear in the Bulletin of the American Asso- ciation of University Professors. The following reports summarize the Committee’s activities: 1. “Academic Freedom and Tenure, 1923-1932.” Bulletin of the American Association of Uni- versity Professors 18: 326-401; May, 1932. Reviews the work of the Committee { decade 1923-32. Quotes from reports on ty four cases investigated by the Committee 2. Mitchell, S. A., chairman. “Academic Freedop and Tenure; Report of Committee A.” Bu//¢;jy of the American Association of University P; fessors 20: 97-104; February, 1934. Describes the work of the Committee d the past five years. Committee on College and University Teach. ing (Committee U) Chairman—W. B. Munro, California Institut: Technology, Pasadena, Calif. Members—George Boas, A. L. Bondurant, Alzada Comstock, Hardin Craig, H. L. Dodge, field dire tor, Charles H. Judd, Fernandus Payne, secretary F. K. Richtmyer, vice-chairman. Advisory Mem bers—J. R. Angell, S. P. Capen, L. D. Coffman Kathryn McHale, Paul Monroe, H. W. Tyle: W. E. Wickenden, Ernest H. Wilkins. Scope and purpose—Appointed in 1930, financed by grant of $20,000 from Carnegie Corporation. Its study has |_-en “an attempt to find what college teachers believe to be the chief hindrances to better teaching and what they regard as the most pra ticable means of removing these obstacles. . More specifically it seemed desirable to gathe: data and opinions on such problems as the recruit ing of capable young men and women for the pro fession of college teaching, the facilities for dis covering and rewarding good teachers, the proced ures whereby poor teachers might be helped to become better ones, the possibility of working out usable criteria of good teaching, the relation of examinations to effective classroom instruction, the influence of research and of other non-teaching activities upon the college teacher’s work, and the value of the various experiments with new teach ing methods which are now being carried on at many institutions of higher education.”—Report, p 10-11. Field director visited more than seventy colleges attending special meetings of local chapters where the Committee’s questions were discussed. Some 200 members attended these conferences. Committee held four meetings to plan and review the report. Reports—Reports of progress are contained in the Bulletin of the American Association of Universit) Professors, 1932-33. 1. Report of the Committee on College and Uni- versity Teaching. Bulletin of the American Asso ciation of University Professors, Vol. 19, No. 5 Section 2. Washington, D. C.: the Association May, 1933. 122 p. Reviews method of work; presents findings and discussion on these topics: purpose of teach ing; quality of college teaching today; attrac- tion of superior personne! to the profession; pres ent facilities for the selection of college teachers; relation of teaching to research; are criteria of good teaching practicable; rating of teachers by students and alumni; teacher training for college teachers; teacher’s responsibility for educationa! policy; assisting the teacher in service; special recognition of good teaching; teacher’s security of tenure; non-teaching activities in their effect upon teaching; proper determination of the teaching load; dividing large classes into smal! sections; sectioning on the basis of ability o: [154] re tk Mm twe tee. Fre dom ” Bulletin rsity Pro y Teach. stitute of t, Alzada eld direc. secretary ry Mem Coffman, 3 Tyler anced by ition. Its t college to better st prac tles. . . » gather recruit the pro for dis proced elped to king out ation ot tion, the teaching and the vy teach- d on at "port, p -olleges, ; where me 2000 mmittee report. | in the IWersily d Uni- n Asso No. 5 ciation, ndings teach- attrac- ; pres- ichers ; eria of iers by college ational! special curity effect f the small ity or achievement; comprehensive examinations and external examiners as aids to good teaching; new type tests as a means of improving college teaching; administrative machinery for the im- provement of teaching; experiments with new methods of instruction. In conclusion the following comment is made: “There is no magic in any plan of instruction, taken by itself. It stands to reason that no pedagogical device will wrest high-grade results from a combination of low-grade students and low-grade instructors. There is no substitute for competence and sincerity in college teaching. No method of instruction will be effective if these are lacking. Put well-prepared and willing students into the same classrooms or laboratories with capable, sincere, inspiring, diligent teachers—and everything else will take care of itself. The way to get good teaching is to employ good teachers. Hence the primary problem is not one of methods but of men.”—Re port, p. 103. Committee on Methods of Increasing the In- tellectual Interest and Raising the Intellec- tual Standards of Undergraduates (Com- mittee G) Wilkins, Oberlin College, Chairman—Ernest H. Oberlin, Ohio. Members—Membership _ varies; approximately twenty-one. Scope and purpose—Committee first named to de- termine causes and remedies for the alleged decline of intellectual interests of college students. Under Dr. Wilkins’ chairmanship, the Committee surveyed the various methods that might be used to stimulate higher standards and assembled a card bibliography of about 4000 references. Material examined in part by Committee and organizations which agreed to check their own publications, and in largest part by groups of competent paid readers. Committee ended its work in 1927. Reports 1. Wilkins, Ernest H., chairman. “Committee G, Methods of Increasing the Intellectual Interest and Raising the Intellectual Standards of Under- graduates (Preliminary Report). Bulletin of the American Association of University Professors 8: 144-53; February, 1922. Lists and classifies various methods that have been proposed for advancing the intellectual in- terest and standards of undergraduates. Proposes a tentative definition of the purpose of under- graduate instruction as intellectual, moral, and physical training for leadership. Cites three in- fluences: the instructor, conditions of instruction and curriculum administration, and general con- ditions of undergraduate life. . Wilkins, Ernest H., chairman. “Initiatory Courses for Freshmen.” Bulletin of the American Association of University Professors 8: 350-80; October, 1922. . Seashore, C. E. “Sectioning on the Basis of Ability.” Bulletin of the American Association of University Professors 9: 275-90; October, 1923. . Wilkins, Ernest H., chairman. “A Bibliography of Methods of Increasing the Intellectual Inter- est and Raising the Intellectual Standards of Bulletin of the American As- 385-418; Undergraduates sociation of University Professors 9 December, 1923 . Wilson, H. V. “Extra-Collegiate Intellectual Service.” Bulletin of the American Association of University Professors 10: 272-86; May, 1924. Havens, George R. “General Reading for Un- dergraduates.” Bulletin of the American Asso- ciation of Unia ersity Professors 10: 480-92; Oc tober, 1924. Perry, Ralph Barton. “The Preceptorial or Tu- torial Svstem.” Bulletin of the American Asso ciation of Uniwversity Professors 10: 534-62; November, 1924. Tatlock, John S. P. “The General Final Exam ination in the Major Study.” Bulletin of the American Association of University Professors 10: 609-35; December, 1924. Newlin, W. J. “Educational Relations with Alumni.” Bulletin of the American Association of University Professors 11: 365-82; November, 1925. Seashore, C. E. “Sectioning on the Basis of Ability: A Survey of Status in 1924-1925.” Bulletin of the American Association of Uni versity Professors 12: 133-91; February-March, 1926. Wilkins, Ernest H., chairman. “Intercollegiate Football.” Bulletin of the American Association of University Professors 12: 218-34; April, 1926 Bender, Harold H., and others. “The Selection, Retention, and Promotion of Undergraduates.” Bulletin of the American Association of Unt- versity Professors 12: 373-481; October, 1926. Committee on Relation of Junior Colleges to Higher Education (Committee J) Chairman—A. C. Krey, University of Minnesota, Minneapolis, Minn. Members—H. G. Doyle, W. C. Koos. Scope and purpose—Appointed in 1930, view to studying and reporting on the important relations which the junior college is likely to have on college and university work.’—Bulletin of the American Association of University Professors, February, 1931, p. 163. Reports 1. Krey, A. C., chairman. “Relation of Junior Col leges to Higher Education; Report of Committee J.” Bulletin of the American Association of Uni- versity Professors 19: 107-10; February, 1933. A general review of the problem; recommends that no further study be made at this time. Eells, Leonard V. “with a Committee on Required Courses in Education (Committee Q) Chairman—Kenneth P. Williams, Indiana Univer- sity, Bloomington, Ind. Members—Dinsmore Alter, Roy C. Flickinger, Ray- mond G. Gettell, Marten ten Hoor, Louise Pound, Alfonso De Salvio, Richard H. Shryock. Scope and purpose—Appointed in 1929, to report on the effect of the trend toward requiring courses in education of prospective college teachers. Spe- cific question raised: “Does the present professional [155] i i AMERICAN ASSOCIATION OF UNIVERSITY PRo- FEssors (Cont.) training actually improve secondary-school teach- ing to a degree commensurate with the high re- quirements that are prevalent ?’—Bulletin, March, 1933, p. 175. Reports 1. Flickinger, R. C., chairman. “Required Courses in Education.” Bulletin of the American Associa- tion of University Professors 16: 369-72; May, 1930. (Report presented at 1929 meeting.) . Williams, Kenneth P., chairman. “Required Courses in Education; Report of Committee Q.” Bulletin of the American Association of Uni- versity Professors 19: 173-200; March, 1933. (Re- port presented at 1932 meeting.) Report in 1929 urged that steps be taken to secure funds for an objective study of the value of professional courses in education. The 1932 report summarizes a study made by the Com- mittee which includes (a) state requirements for certification; (b) requirements of accrediting associations; (c) requirements for high-school principals’ certificates; (d) questionnaire to pri- vate school principals on value of professional courses; and (e) questionnaire to high-school teachers (graduates of leading universities) on amount and value of professional training re- ceived. On basis of the findings the Committee states these views (Report, p. 199): a. There is no reliable evidence that professional requirements have resulted in an improvement in secondary instruction at all commensurate with the amount of the requirements. . A considerable lowering in the requirements would result in economy, and would not lessen the effectiveness of instruction in the high school. . A maximum of twelve semester hours is ample to cover that part of professional training which can be regarded as essential for the be- ginning teacher who has a bachelor’s degree from a standard college or university, and who qualifies for teaching an academic subject. The training should involve practice teaching and methods, the methods course being closely in- tegrated with the practice teaching. Courses in psychology or educational psychology, when these are required, should be counted toward the requirement. . The basis for renewal of certificates, or for advancement, should not stress professional study unduly, but should give emphasis to further academic study. . The basic idea underlying certification of high- school principals and other officials, when spe- cial certification is required, should be very carefully considered. Committee on Systems for Sabbatical Years (Committee K) Chairman—O. J. Campbell, University of Michigan, Ann Arbor, Mich. Members—C. M. Andrews, Margaret C. Ferguson, Tenney Frank, A. C. Lanier, Ernest Merritt, J. B. Pratt, O. E. Randall, F. N. Scott, Frederick Slocum, W. L. Upson. Scope and purpose—Collected information { port by a questionnaire to all institutions « accredited list of the American Council on cation. Reports 1. Campbell, O. J., chairman. “Systems of Sa cal Leaves.” Bulletin of the American As tion of University Professors 17: 219-34; M 1931. Reports practice in 185 institutions in gra some form of sabbatical leave. Presents clusions, to the effect that, (a) sabbatical | should be based, not on the return value to ¢! institution, but on its benefit to learning scholarship in general; (b) leave for a hal year on full pay is preferable to a full yea: half pay; and (c) outstanding individuals sh be granted leave, even when no established poli prevails. Committee on the Economic Condition of the Profession and the Income Tax Question (Committee Z) Chairman—S. H. Slichter, Harvard Universi: Cambridge, Mass. Members—Membership of eighteen. Scope and purpose—A standing committee. \W indicated by title. Most recent published rep cited below. Reports 1. Slichter, S. H., chairman. “Economic Conditi of the Profession; Report of Committee Z Bulletin of the American Association of Univ: sity Professors 19: 97-105; February, 1933. Reviews the fiscal situation in colleges ar universities, many of which report the cutting staffs, or of salaries, or of both. The Committ urges that the brunt of the economy program not be allowed to fall on the younger and lowe: paid members of the faculty, large numbers o! whom are being released from employment. |: discussing “long-run problems” the report point: out that: “Perhaps the most important questi: raised by the depression is how to give more effec tive protection to the security which everyone agrees is the principal economic attraction scientific and university work... . “The depression has raised many problems permanent fiscal policy for educational institu- tions. Some fluctuation in the income from e: dowments is, of course, inevitable. . . . And th very fact that some fluctuation in income is to | expected means that institutions must plan thei: expansion in the light of it and that they must set up contingency reserves to protect themselvec: against drops in income. “The fiscal problems of some tax-supported institutions are in large measure a product ot tax-systems which are unnecessarily onerous be cause they distribute the burden unfairly. Th: solution of these problems requires not merel\ the wise and economical utilization of the avail able funds, but changes in the distribution of th burden of taxation. For this reason, it is desi able that the faculty, the alumni, and the friend: of publicly supported institutions take an acti\ interest in proposals to improve the tax system- of the several states.’—Report, p. 104-05. [156] ms ¢ l on ft Sa 2 Ass 4+; M l gra! sents ical le 1\ lue to th ning ar ra ha t l year o als shou! | ed Ppolic n of the uestion niversit onditio ttee Z.” Unive 33. yes an itting of mmitte ram not | lowe: bers ot lent. [1 t points juestion re etter yvervone tion ir lems of institu- om en nd th Ss to lhe n thei: y must selves ported uct of us be The nerel\ avail of the desi friends activ< ‘stems 2, Slichter, S. H., chairman. “Economic Condition of the Profession; Report of Committee Z.”’ Bulletin if the American Association of University Pro- fessors 20: 105-11; February, 1934. Points out that salary reductions have con tinued and that reductions in staff have been somewhat larger than in the preceding year Urges further activity for the relief of academic unemployment. Committee on the Requirements for the Mas- ter’s Degree (Committee M) Chairman—Tucker Brooke, Yale University, New Haven, Conn. Uembers—George H. Chase, Algernon Coleman, W. B. Fite, Helen S. Hughes, R. A. Law, W. F. Loehwing, H. W. Odum, Julian Park. Scope and purpose—Appointed in 1930. Members exchanged opinions through correspondence; no meetings held. Committee invited expression of opinion from members of the Association, through the Bulletin. Reports 1. Brooke, ‘Tucker, chairman. “Requirements for the Master’s Degree; Report of Committee M.” Bulletin of the American Association of Univer sity Professors 18: 169-85; March, 1932. General conclusions of the committee: (a) the wide-spread dissatisfaction with the present status of the master’s degree is justified; (b) the de- mand for the degree is nevertheless great and in many quarters increasing; and (c) immediate standardization of requirements is impracticable in view of the several useful purposes which the degree now serves in different institutions. The report offers a digest of findings and of individual opinions on these topics: a. The significance of the degree as a step toward the Ph.D.; as evidence of training for teaching; as indicative of a fifth year of undergraduate work. b. The proper length of the M. A. course. c. The requirement of a minor (or minors) in relation to the major. d. The desirability of a final comprehensive ex- amination. e. The requirement of a thesis, and its nature and scope if required. f. The essential requirements in a prerequisite bachelor’s degree. g. The acceptance of work done in other colleges, or by extension. h. The advisability of admitting M. A. candidates to undergraduate courses; to Ph.D. seminars. i. The foreign language requirement. AMERICAN ASSOCIATION ON MENTAL DEFICIENCY Groves B. Smith, Secretary, Beverly Farms, God- frey, Ill, Committee on Education and Training of the Mentally Retarded Chairman—Mary Vanuxem, Laurelton State Village, Laurelton, Pa. [1 Mollie Woods Members—Charles Scott Berry, Hare, Francis N. Maxtield. Scope and purpose—Appointed in June, 1932 study the possibilities and practicabilities of tra ing of the mentally retarded AMERICAN CLASSICAL LEAGUE Rollin H. Tanner, Secretary, New York Unia sity, Washington Square East, New York, N. Advisory Committee in Charge of the Clas- sical Investigation Chairman—Andrew F. West, Princeton University Princeton, N. J. Members—M. Julia Bentley, A. L. Bondurant, W. | Carr, Roy C. Flickinger, Mason D. Gray, Richard M. Gummere, Gonzalez Lodge, W. V. McDuttee, F. J. Miller, Henry Pennypacker, Frances E. Sabin Julius Sachs, A. T. Walker, W. R. Webb, J: Investigating Committee composed of Carr, Mason D. Gray, and W. \ Special chairman, W. | McDuftee. Scope and purpose—Appointed in March, 1921, to conduct an investigation of the classics in Americar secondary schools. Financed by the General Educa tion Board. Eight regional committees were organ ized consisting of fifty-five persons in all. Frequent meetings of the Advisory Committee were held 1921-24. Secured the collaboration of forty-eight professors of education and psychology. Cooperat ing agencies included the U. S. Bureau of Educa tion, the College Entrance Examination Board, and regional societies. Information on status, objectives content, and methods of teaching were obtained by questionnaires to teachers and pupils, group inte: views, special studies, a national testing program and the records of cooperating agencies Reports 1. American Classical League. The Classical In vestigation. Part I, General Report. Princeton, 2 N. J.: Princeton University Press, 1924. 305 p bo American Classical League. The Classical Inves tigation. Part III, The Classics in England France, and Germany. Princeton, N. J.: Prince ton University Press, 1925. 203 p Part I is a summary of results with recom mendations. Outlines the status of Latin and Greek and the aims, content, and methods of teaching secondary Latin. Approves a four-year course in Latin. Part II of the investigation, consisting of docu- mentary evidence for the general report, was never published. Part III appeared in 1925. It reviews the status of the classics abroad for the past thirty vears. AMERICAN COUNCIL ON EDUCATION 744 Jackson Place, Washington, D. C. Committee on Basic Factors of Achievement Chairman—Cloyd Heck Marvin, George Washing ton University, Washington, D. C. Members—Harvey N. C. R. Mann, ex-officio, J. C. Rees. Davis, Edward C. Elliott Merriam, Robert | Scope and purpose—Appointed in 1933, to continue and develop further the job-analysis investigations of the Council. AMERICAN COUNCIL ON EDUCATION ( Cont.) Committee on Education and Government Chairman—John K. Norton, Columbia University, New York, N. Y. Members—L. D. Coffman, Sidney B. Hall, George Johnson, Parke R. Kolbe, C. R. Mann, ex-officio, Daniel L. Marsh, Cloyd Heck Marvin, Albert B. Meredith, Paul R. Mort, David E. Weglein. Scope and purpose—Appointed in February, 1934, to study the question of the financial structure behind the educational system of the country, both state and national, in the light of the present emergency, and to serve as a center of information in this field. Financed by a grant of $5000 from the Carnegie Corporation. The first meeting of the Committee was held April, 1934. Committee on Graduate Instruction Chairman—R. M. Hughes, Iowa State College, Ames, lowa. Members—Karl Compton, Virginia C. Gildersleeve, Frank P. Graham, R. M. Hutchins, Frank B. Jewett, George Johnson, Charles B. Lipman, John L. Lowes, Albert D. Mead, Johr. C. Merriam, W. W. Pierson, Hyder E. Rollins, Beardsley Ruml, Ernest H. Wil- kins. Scope and purpose—Appointed in November, 1932; financed from funds of the Council. Launched an inquiry to determine what universities are ade- quately staffed and equipped for work leading to the doctorate in thirty-five of the more important fields of knowledge. Method used was to submit the question to vote by a separate jury for each field selected from well-known scholars. Panel from which jury was selected provided by secretary of the national learned society in each field. To each of these scholars was sent a list of institutions offer- ing work for the doctorate in the field with the re- quest that he check those institutions which in his judgment had an adequate staff and equipment. Those considered most distinguished were starred. Subcommittees were organized to study the pos- sibility of an annual record of doctorates conferred, the place and function of the master’s degree, de- sirability of a professional school for college teach- ers, relationship between the graduate school and the professional school in scientific instruction on the graduate level, and relationships between re- search institutions and graduate schools, Reports 1. Hughes, R. M., chairman. “Report of Committee on Graduate Instruction.” Educational Record . 14: 386-90; July, 1933. . Hughes, R. M., chairman. “Report of Committee on Graduate Instruction.” Educational Record 15: 192-234; April, 1934. Committee reported progress in 1933. Final report lists those graduate schools which are qualified to offer work leading to the doctorate. Committee further recommends that the National Research Council publish an annual list of all doctorates conferred. Believes that there is no need for a professional school for the training of college teachers and endorses the findings the committee of the American Associatio; University Professors.’ Declares that the ; uate instruction of professional schools sho administratively regulated by the gra school. Committee on Manual of Examinations Chairman—Herbert E. Hawkes, Columbia Un sity, New York, N. Y. Members—Algernon Coleman, Edward S. Jon: John A. Lester, E. F. Lindquist, John A. Long, ¢ Mann, ex-officio, R. W. Tyler, Ben D. Wood. Scope and purpose—Appointed in 1932, to prepa manual of examinations. Financed by grant $5000 from Carnegie Corporation. “The purpos: this manual will be not to promote any particu form of examination but to place the teacher, w must use examinations, in a position to understan more fully the philosophy underlying examinatio and the various purposes the different types a: intended to serve in the educational process Educational Record, July, 1933, p. 383. Report—Monograph is nearing completion. Chapters in the volume have been assigned for preparation to various scholars: English, John A. Lester; Lan guages, Algernon Coleman; Social Studies, E. F Lindquist; Natural and Physical Sciences, R. W Tyler; Mathematics, John A. Long. Committee on Materials of Instruction Chairman—Charles H. Judd, University of Chicago Chicago, III. Members—William John Cooper, C. R. Mann, ex officio, Albert B. Meredith. Received cooperation of Subcommittee on Political Education of the Ameri can Political Science Association. Scope and Purpose—Appointed in 1929, “for th purpose of contributing to the program of social! studies in elementary schools and high schools.” Financed by a gift of $6000 from the Commission on Social Studies of the American Historical Asso ciation, and slightly more than $1000 from the Council. Much service was donated. Committe: ended its work in 1933. Reports 1. Judd, Charles H., chairman. “Report of the Committee on Materials of Instruction.” Educa tional Record 14: 398-400; July, 1933. Presented as its final report the six brochures comprising the Achievements of Civilization series, published by the American Council on Education. These bulletins are intended for us¢ by pupils in secondary schools, with a view to cultivating a wide acquaintance with the debt present-day society owes to earlier cooperative human efforts. . The Story of Writing. 1932. 64 p. . The Story of Numbers. 1932. 32 p. . The Story of Weights and Measures. 1932. 32 p. . The Story of Our Calendar. 1933. 32 p. . Telling Time throughout the Centuries. 1933. 64 p. . Rules of the Road. 1933. 32 p. 1See American Association of University Professors, Committee on College and University Teaching, p. 154. [158] INdings oy iation of the erad. should }, gra S. Jones ng, C.R Jood. prepare Zrant of urpose of articul her, wh derstan \inations ypes are ocess.’ “hapters paration r; Lan , EE. F R. W 1 ‘hicago nn, ex ition ot Ameri ‘or the social hools.” nission Asso- m the mittee f the ‘duca- -hures zation il on ir use >w to debt ‘ative Committee on Modern Language Teaching Chairman—Robert Herndon Fife, Columbia Uni- versity, New York, N. Y. Vembers—Algernon Coleman, secretary, J. P. W. Crawford, H. E. Ford, V. A. C. Henmon, R. K. Hicks, C. R. Mann, ex-officio, E. B. de Sauze. Scope and purpose—Organized in the spring of 1928, to complete the work of the American and Canadian Committees on Modern Languages,’ which had been at work for four years. Financed by a crant of $16,000 from the Carnegie Corporation. Maintains a small center of research and informa- tion at the University of Chicago. Completed publi- cation of the seventeen-volume report of the two previous committees. Reported in July, 1933, that work was nearing completion. Reports _Coleman, Algernon, compiler. An Analytical Bibliography of Modern Language Teaching, 1927-1932. Chicago: University of Chicago Press, 1933. 296 p. Within its field is practically exhaustive for the United States and Canada. Includes also the more important contributions from England, France, and Germany. Gives a digest of the contents of all books, articles, and reports which have been published, and of a number of unpub- lished theses. Includes 570 entries. . Fife, Robert Herndon, chairman. “Report of the Committee on Modern Language Teaching.” Educational Record 14: 401-8; July, 1933. Reviews work of Committee in completing pub- lication of reports of two previous committees, and in carrying out certain additional studies, the results of which appear in the final report of the Committee. States that the Committee selected, as the first and most important aim for American students of foreign languages, “the ability to read French, German, and Spanish with ease and enjoyment.” Urges the need for some permanent institute, with access to an adequate psychological and edu- cational staff, to maintain contacts with the field and to supervise experiments and researches in language teaching. Points out need for “a better adaptation of objectives to the time program, and a more careful grading of materials for attaining the aim selected, and a really adequate testing by recognized tools of measurement.” Fife, Robert Herndon, chairman. Final Report of the Committee on Modern Language Teaching. Chicago: University of Chicago Press, 1934. Registers present usages and tendencies in American teaching, as well as results of under- takings initiated by the Committee. Committee on Personnel Methods Chairman—Herbert E. Hawkes, Columbia Univer- sity, New York, N. Y. Members—Twenty-five members, of which the fol- lowing form the Central Committee, which is also the Committee on the Cooperative Test Service: W. W. Charters, H. W. Holmes, L. B. Hopkins, John H. MacCracken, ex-officio, secretary, C. R. Mann, ex-officio, P. C. Packer, A. H. Ruggles. Scope and purpose—Organized in 1925, at the re- quest of a conference on vocational guidance in col- leges called by the National Research Council's Division of Anthropology “to consider ways and means of acquiring and making available knowl- edge of individual college students, in order that their fitness for their respective vocations might be discovered in a scientific manner as early as pos- sible.”"—Educational Record, January, 1931, p. 30 Received from the Rockefeller Benevolent Fund a grant of $7500 for a study of practice, made in 1926 Received from the same Fund, in 1927, a grant of 20,000 a year for three years. Organized five sub committees to work on these topics: a. To inform the colleges and universities concern ing the best methods of personnel. To prepare a personal record card. To prepare achievement tests and make available all facts concerning them in an effort to stimulate such testing. To develop objectives and useful measurements of character. e. To prepare vocational monographs. In 1930 secured from the General Education Board a grant of $500,000 for ten years for the or ganization of a test-producing bureau, the “Coopera tive Test Service.” “The purpose of the Cooperative Test Service, under the terms of the subvention from the General Education Board, is to construct ten or more comparable forms of examinations in the fundamental subjectmatters of junior college and senior high school levels, and to make them avail- able to the colleges and schools, one form each year, at the lowest possible cost.”—Educational Record, January, 1933, p. 115. Centers for research in preparing tests have been established at the state universities of Minnesota, Wisconsin, lowa, and Ohio; at Columbia University, New York Univer sity, and at the Test Service headquarters in New York. Reorganized the general committee, in January 1931, into ten subcommittees, on the following topics: (a) a search for unitary differential traits; (b) development of vocational information; (c) completion of studies in interest; (d) history and function of examinations; (e) character problems and student counselor technics; (f) educability of individuals; (g) extent to which social conditions condition education; (h) valuation of physical edu cation from the standpoint of health; (i) elements of education that contribute to the profitable use of leisure; and (j) measurement of emotions. Recom- mended to the Committee on Problems and Plans that studies be made on these aspects of the per- sonnel problem.—Educational Record, July, 1931, p 241-42. Formed an additional subcommittee, 1931, to ad vise the Central Committee regarding the college testing program of the Cooperative Test Service, with the special responsibility of encouraging the use of standardized tests in high schools and coi leges. This is the Committee on Educational Test- ing. Cooperated with the Educational Records Bu- reau, the Cooperative Test Service, and the Com mission on the Relation of School and College of the Progressive Education Association in holding a conference on college admissions and guidance, in 1See American and Canadian Committees on Modern Languages, p. 151 [159] Ce ae he EE EO ee AMERICAN COUNCIL ON EpucaTION ( Cont.) November, 1932, and a conference on educational measurement and guidance, in November, 1933, in New York. Each of these conferences was attended by several hundred persons, representing colleges and private and public schools. Twenty states were represented in 1933. Reports (Since 1930) 1. MacCracken, John H. “Report of the Committee on Personnel Methods.” Educational Record 12: 237-43; July, 1931. Wood, Ben D. “The Cooperative Test Service.” Educational Record 12: 244-52; July, 1931. . “The Cooperative Test Service.” Educational Record 14: 115-19; January, 1933. . Hawkes, Herbert E. “Report of the Cooperative Test Service.” Educational Record 14: 391-97; July, 1933. These reports deal for the most part with the plans for and the activities of the Cooperative Test Service. The 1931 report outlines certain other projects, set forth above under “Scope and purpose.” Item No. 3 above gives a list of twenty- one tests published by the Cooperative Test Serv- ice and available for use. . Hawkes, Herbert E., chairman. Measurement and Guidance of College Students. First Report of Committee on Personnel Methods. Washing- ton, D. C.: American Council on Education, 1933. 199 p. Reports results of researches carried on by five subcommittees, on: (a) the personal record card, (b) achievement tests, (c) personality measurement, (d) vocational monographs, and (e) factors in the character development of col- lege students. Recommends that further revision of the personal record card should not be made by the Committee, but urges that further studies be made of the other four topics. Committee on Educational Testing Formerly the Advisory Committee on College Testing. Subcommittee of the Committee on Per- sonnel Methods. Chairman—J. B. Johnston, University of Minne- sota, Minneapolis, Minn. Members—F. S. Beers, secretary, S. P. Capen, G. W. Frasier, V. A. C. Henmon, Max McConn, F. L. Mc- Vey, G. M. Ruch, L. M. Terman, G. A. Works, C. S. Yoakum, George F. Zook. Scope and purpose—Appointed in 1931; works in cooperation with Cooperative Test Service and Ed- ucational Records Bureau. “The function of the Committee is to encourage the use of standardized tests in high schools and colleges and to lend its aid, whenever possible, to make the results of tests available for individual guidance. To this end the Committee has conducted the examination for sophomores in 1932 and 1933, has introduced the new series of Cooperative Achievement Tests for use in secondary schools and as placement tests at entrance to college, and has offered its services in connection with the organization of testing pro- gr.ms by state associations of colleges and schools.” —Educational Record, October, 1933, p. 522. Reports 1. “The Proposed 1932 College Testing Prog the Cooperative Test Service.” Educationa! | ord 12: 344-50; July, 1931. . “The 1932 College Sophomore Testing Progr. Educational Record 13: 290-343; October, . “The 1933 College Sophomore Testing Prog Educational Record 34: 120-22, 522-71; Jai and October, 1933. These reports outline plans and summ the results of testing programs sponsored by | Committee. The 1933 report shows that 134 . leges in 40 states gave the tests and rep findings. The conclusions of the Committee | out that its studies reveal such an amazing ya, ability of test scores, that there is no educations justification for the imposition of a standardiz: curriculum. “If we take students into college a all, we must give them a chance to do what th: can do best.” “Colleges and high schools should coopera: in insisting on and administering diagnostic test each year, setting up advisory programs in th: secondary school, and in making every possib|: effort to see that, as long as the individual stu- dent is carried on in school, he is directed int some combination of studies appropriate to hin The projects fostered by this committee are i: tended to help high schools and colleges mee these _responsibilities.’—Educational Record October, 1933, p. 568. Committee on Problems and Plans in Educa- tion Chairman—S. FP. Capen, University of Buffal Buffalo, N. Y. Members—L. D. Coffman, William John Coope: R. T. Crane, Herbert E. Hawkes, Charles H. Judd John H. MacCracken, C. R. Mann, ex-officio, secr: tary, Beardsley Ruml, William F. Russell, Eugen: R. Smith, Edward L. Thorndike, David E. Weglein Scope and purpose—Appointed in May, 1930. Was suggested by Director of Rosenwald Fund. Hold: quarterly meetings of two or three days each. Meet ings financed by Council and, during the years 1931 33, by a grant of $35,000 from the Rosenwald Fund. The report of the Director, July, 1931, says “The mandate given this committee is to isolat: and define those educational problems that are crit cal to the evolution of American civilization and t propose appropriate plans for securing their ads quate study.”—Educational Record, July, 1931, | 220. Is charged with the review of all projects for in quiry which the Council is asked to undertake o sponsor. Also serves as an advisory committee on educa tion to the American National Committee on Inte: national Intellectual Cooperation. A subcommittee of the Committee on Problems and Plans took the lead in bringing about the Citi- zens Conference on the Crisis in Education, held at the call of President Hoover in January, 1933. The Chairman of the Council, July, 1933, sug gested an additional function: “If this Problems and Plans Committee can formulate projects clear|\ enough and can pass on them wisely enough, it wil undoubtedly in time gain the large confidence o! the educational foundations and of those men wh are interested in advancing education and able t [160] ] rog 10na Prog yber, Prog ; Jar umm ed by t 134 « reporte ttee | ring vay lucationa idardizs { college vhat the, cooperat stic tests Is in the Possibl. dual stu- cted int » to hin are in res meet Rec ord Educa- Buffalo Cooper 1. Judd , SECre Eugen: Veglein 0. Was Holds . Meet s 193( enwald [, Says isolate e criti and t r ade 31, p for in ike oO! *duca Inter- iblems . Citi- _ held 33. sug s and early t wil te o! who le ti nance educational enterprises. It should result in she Council being the agency through which a large art of the funds devoted to educational research n a large scale are administered.”—Educational Record, July, 1933, p. 281. Reports Capen, S. P., chairman. “Report of the Commit tee on Problems and Plans in Education.” Educa- tional Record 12: 228-36; July, 1931. Capen, S. P., chairman. “Report of the Commit- tee on Problems and Plans in Education.” Educa tional Record 13: 180-84; July, 1932. D. “Report of the Committee on Educational Coffman, L. Problems and Plans in Education.” Record 14: 381-85; July, 1933. At the first meeting of the Committee it was agreed that all research projects considered would be classified under one of these three fields: a. Those concerned chiefly with the human being as he grows and unfolds chiefly from within. Those concerned primarily with modern life and the collective or cooperative life in which the individual must find a place. The school and educational processes which help or hinder human beings in the life which they live. Of each project the question must be asked: To which of these three sub-divisions does it belong? If the project is undertaken will the results fill a gap in present knowledge? To what degree is the problem possible of solu- tion by the instruments and technics which we possess at present? What would be the cost? What are the best possible agencies for doing the work? During its second year’s work it determined that these nine fields are of major importance for fundamental investigation: a. Unitary traits. b. The genetic series of steps of intellectual growth. c. Personnel methods. d. Procedures of instruction. e. Materials of instruction. f. Vocational education. g. The organization and administration of state educational systems. h. The relation between social and educational changes. i. The training and recruiting of teachers and other professional groups. Among the specific investigations recommended or initiated by the Committee are the following: a. Administrative phases of state educational sys- tems (Subcommittee appointed; reported be- low.) b. Personnel problems, examinations (Referred to Committee on Personnel Methods.) c. The genetic series of individual growth—the general problem of the physical and mental development of human beings. d. Materials of instruction (Committee was al- ready at work; reported above.) e. Unitary differential traits (Subcommitte: pointed; reported below. Occupational training and vocational adjust ment (Subcon low. ) mittee appointed; reported Educational finance (Subcommittee ay reported below Emotions and education (Subcommitte: pointed; reported below Committee on Educational Finance Subcommittee of the Committee on Prob! Plans in Education. Chairman—Donald J. Cowling, Carleton Northfield, Minn. Members—Thomas S. Gates, John H. MacCracke ex-ofhcio, secretary, C. R. Mann, ex-ofhcio, L] Morey, Robert G. Sproul. Scope and purpose—Appointed in 1931, “t late plans for a fundamental study of ed finance.” Reports 1. MacCracken, John H. “Report of the Cx on Educational Finance.’ Educational Re 185-91; July, 1932. Makes general suggestions to the effect the Council should undertake studies of certai long-range problems of educational finance Recommends against the establishment by the Council of a service bureau on school finance Indicates need for competent judgment as to criteria other than “‘student-hour-costs” to eval uate the results of education. Reports on a questionnaire investigation member institutions of the Council, on financial conditions. to Committee on Exploratory Study of the Rela tion of the Emotions to the Educational Process Subcommittee of the Committee on Problems Plans in Education. Chairman—Daniel A. Prescott, Rutgers Univer sity, New Brunswick, N. J. Members—Frederick H. Lund, secretary, John H MacCracken, James S. Plant, Edward Sapir, Vivian T. Thayer, M. Ernest Townsend. Scope and purpose—Appointed late in 1933; financed by a two-year grant of $10,000 from the Macy Foundation. Purpose: “to outline and conduct an exploratory study as to the recognition to be ac corded emotional factors in the educational process with special reference to the questions whether emo tion has been unduly ignored in the stress laid upor the acquisition of knowledge and the development of skill in the acquisition of knowledge; whether education should concern itself with the strength and direction of desires developed or inhibited by the educational process; whether the stress laid on the attitude of neutral detachment, desirable in the scientific observer, has been unduly extended into other spheres of life to the impoverishment of the life of American youth; and, in the event that it should appear desirable for education to concern itself more directly with the development and di rection of emotion, to consider by what devices [ 161 ] AMERICAN COUNCIL ON EpucATION ( Cont.) emotion may be more accurately described, meas- ured, and oriented.”—Letter from Macy Founda- tion, announcing the grant for the study, June 12, 1933. Committee on Exploratory Study of Unitary Differential Traits Subcommittee of Committee on Problems and Plans in Education. Chairman—Edward L. Thorndike, Columbia Uni- versity, New York, N. Y Members—K. J. Holzinger, C. L. Hull, Truman L. Kelley, K. S. Lashley, Charles Spearman. Scope and purpose—Appointed in 1932; received grant of $10,000 from Carnegie Foundation for an exploratory study. This Committee “has been en- gaged in exploring the human mental organism in an attempt to discover whether, like a jig-saw puzzle, it includes parts which separately are just irregular fragments, but which like standardized interchangeable parts, properly placed, could con- tribute to the unity of more than one quite different picture.’—Educational Record, July, 1933, p. 382. Reports—A final report is expected in the summer of 1934, Committee on Occupational Training and Vocational Adjustment Subcommittee of Committee on Problems and Plans. Chairman—Edward C. Elliott, Purdue University, Lafayette, Ind. Members—Thomas FE. Campbell, Lawrence A. Downs, Lillian M. Gilbreth, Max S. Handman, Walter A. Jessup, F. J. Keller, C. R. Mann, Arthur E. Morgan, Charles A. Prosser, Robert I. Rees, James E. Russell, Elliott D. Smith, John A. Steven- son. Scope and purpose—Appointed in November, 1932, to make a “pilot-survey” in its field. Financed by funds of Committee on Problems and Plans. Staff service being rendered by H. H. Remmers and E. Salmer. Reports in 1934, A report on the “pilot-survey” is expected Committee on the Administrative Phases of State Educational Systems Subcommittee of the Committee on Problems and Plans in Education, in cooperation with the So- cial Science Research Council. Chairman—Albert B. Meredith, New York Uni- versity, New York, N. Y. Members—Frank W. Ballou, Paul V. Betters, Luther Gulick, A. B. Hall, George F. Zook. Scope and purpose—Appointed in 1932; financed by $5000 from funds assigned to Committee on Prob- lems and Plans. Staff service rendered by M. M. Chambers. The basic assignment of the Committee was “the formulation of a plan for the study of the functions and organization of the state and its subd and agencies for education. The work of th mittee is intended to supplement and ext study in the federal field made by P Hoover’s Committee on Federal Relations cation.”—Educational Record, July, 1933, p Reports—A first report is nearing completi will probably be submitted during 193+. Committee on Standards Chairman—Raymond Walters, University cinnati, Cincinnati, Ohio. Members—Katherine Rogers Adams, Alexan Andrews, Doak §S. Campbell, William D. ( R. N. Dempster, secretary, F. J. Kelly, O. R. Lat John H. MacCracken, ex-officio, Shelton Ph, J. A. Wallace Reeves, H. W. Tyler, W. E. Wick den, George A. Works, George F. Zook. Chairn of subcommittees are as follows: Committee Nomenclature—David A. Robertson; Committe: Regional Lists, State Lists, and Functional Li F. J. Kelly; Committee on Professional Field William D. Cutter; Committee on Philosophy Standards—George F. Zook. Scope and purpose—Appointed in May, 1933 formulate the principles which should govern the construction of the accredited list of the Coun particularly with reference to current questions to law schools, teachers colleges, junior colleges, a: the reconciliation of regional and functional list Financed by a grant from the General Educat Board. At the first meeting four subcommittees w: appointed. Reports—The first report of the Committee was pri sented at the annual meeting of the Council, M 19, 1934, and will be printed in the Educat Record for July, 1934. AMERICAN HISTORICAL ASSOCIA- TION 40 B St., 8S. W., Washington, D. C. Commission on the Investigation of the Social Studies in the Schools Chairman and Director—A. C. Krey, Universit of Minnesota, Minneapolis, Minn. Members—Frank W. Ballou, secretary, Charles A Beard, Isaiah Bowman, Ada Comstock, George § Counts, research director, Avery O. Craven, Edmun E. Day, Guy Stanton Ford, Carlton J. H. Hayes Ernest Horn, Henry Johnson, Leon C. Marshal Charles E. Merriam, Jesse H. Newlon, Jesse fF Steiner. In addition to the director and researc! director, staff members included W. G. Kimme! executive secretary, and Truman L. Kelley, psychol- ogist. Scope and purpose—Began its work in January 1929, to investigate the “scope and place of the social studies in education from the elementar school through junior college, including the genera and special education of teachers; the forces that play on the schools; the place of the school in rela- tion to other institutions in the community; the ‘influence of other institutions as they impinge upo: the work of the schools.” Found impossible to con sider the many aspects of instruction in the socia! sciences without at the same time taking into account { 162] he larger phases of the place of the schools in con the details of a program. Basic considerations temporary life. Financed by substantial grant from dealt with include the challenge to our present the Carnegie Corporation. Final reports to be pub political order, the necessity of a new scientific ished in 1934. orientation toward the future, and the importance of the goal of a democratic society. Attention is Reports—A probable total of sixteen volumes to be . : directed also toward concurrent agencies of so ublished. Seven volumes are now available: mittee imitte¢ al Lists osophy Beard, Charles A. 4 Charter for the Social Sci- ences. Part I. New York: Charles Scribner's Sons, 1932. 122 p- The first task of the Commission in 1929 was a consideration of objectives. Beard was in structed by subcommittee to draft a report em- bodying its collective views. The “supreme pur- pose” in civic instruction was recognized as creation of rich and many-sided personalities. States also that instruction in social studies is conditioned by the requirements of scholarship, by the realities and ideas of the society in which it is carried on, and by the nature and limitations of the teaching and learning process. 2. Johnson, Henry. An Introduction to the History of the Social Sciences in Schools. Part Il. New York: Charles Scribner’s Sons, 1932. 145 p. The content of this volume was drawn both cial education and the special instruments of civic education. Beard, Charles A. The Nature of the Social Sci ences in Relation to Objectives of Instruction Part VII. New York: Charles Scribner’s Sons 1934. 236 p. This volume is the outcome of discussion by the Commission and its subcommittee on objec tives respecting the problem of “objectives” of in struction in the social studies. In view of exist ing confusion regarding the nature of the social sciences, it seemed desirable to formulate a state ment, a background for the consideration of ob jectives. Concludes that the social sciences offer to mankind knowledge, thought, and a method absolutely indispensable to the construction, maintenance, and advancement of civilization American Historical Association, Commission on 19: from discussions at meetings of the Commission the Social Studies in the Schools. Conclusions Dvern the and the materials of a course offered by the au- and Recommendations of the Commission. New Coun thor at Columbia Univ ersity. It is a “survey of York: Charles Scribner’s Sons, 1934. 168 p estions the lessons which past experience has to offer on ‘ — , leges, at the questions uppermost in educational discussion , Leemamanen ronegmases & trend toward collec nal fist today.” tivism in economy and government. Because of Educati tees we was pre weil, Ma ucationa SOCIA- e Social niversit . Pierce, Bessie Louise. Citizens’ Organizations and the Civic Training of Youth. Part III. New York: Charles Scribner’s Sons, 1933. 428 p. This report deals with the influence of various “pressure groups” that have as their objectives the molding of public opinion and, directly or in- directly, the shaping of the school curriculum. It has eight parts, dealing with the educational and civic policies of patriotic, military, peace, fraternal, religious and racial, youth, business and labor, and prohibition and anti-prohibition groups and organizations. Since the purpose of the study is objective, no attempt was made to assess the value or effectiveness of the programs ot each group. - Bowman, Isaiah. Geography in Relation to the Social Sciences. Part V. New York: Charles the transitional character of the present epoch the educational program should therefore be organized so as to provide a knowledge of reali ties and develop the power to cooperate in an increasingly interdependent society. The pro gram of social science instruction should pro vide for a realistic study of the life, institutions and culture of contemporary America. The life of the school and surrounding society should be utilized to the fullest extent in the instruction of childhood and youth in the ways of man and society. If social science instruction is to be marked by scholarship, courage, and vision, ad ministrators must be trained in social philosophy and a competent profession of social science teaching developed. Four members of the Com mission did not sign this report. Ihe remaining nine volumes will be available arles A Scribner’s Sons, 1934. 227 p. Combined with: eorge § Clark, Rose B. Geography in the Schools of Eu during 1934. Their titles are: rope. 155 p. » on ™ . Edmun ne P ; 8. Kelley, Truman L., and Krey, A. C. Progress in Hayes _ Discusses measurement in geography, popula- Learning in the Social Science Subjects as Indi nag tion and land studies, technic in geographical cated by Tests. ss rs rré - > . . : . Jesse é =. Ms gos tas rd = the ram Counts, George S.. and Beard, Charles A. Edu re: earl and politica earings o the subject. Con udes cation in an Industrial Age. Kimmel that geography is indispensable to any realistic psychol- study of human affairs, and our earth-bound problems. Clark’s study of geography in European schools Tryon, Rolla M. The Social Studies as Scho Subjects. Horn, Ernest. Methods of Instruction in the So anuary 3 cial Sciences. wyre recommends a program of regional and general New! H. School Admini , F Mimens studies for secondary schools, training in the use Newlon, Jesse rs ra rarer ome genera of maps, correlation with other subjects, and Educational Leac ership. ws e tha avoidance of narrow nationalism. Bagley, William C., and others. The Selection ‘es that de : . in rela- . Merriam, Charles E. Civic Education in the and Training of the Teacher. aa ae ws the United States. Part VI. New York: Charles Scrib- Beale, Howard K. Freedom of Teaching in the 7 ’ on ner’s Sons, 1934. 196 p. Schools. to con * social account This study of the needs and possibilities of civic education in the United States was made with a view to determining the general direction, scope, and temper of such education rather than [ 163 ] Curti, Merle. Social Ideas of American Educa- tors. Marshall, Leon C. A Social Process Approach to Curriculum-Making in the Social Studies. ea Rl. NOTRE BY a, AMERICAN INSTITUTE OF GRAPHIC ARTS 109 East 31st St., New York, N. Y. Committee on Education Chairman—B. B. Eisenberg, Cleveland, Ohio. Members—George R. Dorman, E. Lawrence Fell, Harry L. Gage, A. M. Glossbrenner, George K. Hebb, John Clyde Oswald, Donald Rein, Toby Rubovits. Scope and purpose—Appointed in October, 1932, as a committee of the United Typothetae of America to sponsor all work done by that organization in printing education in schools, colleges, and in the plants of the printing industry. Due to the fact that the United Typothetae of America has become the National Code Authority for Commercial Relief Printing under the N. R. A. Graphic Arts Code, its educational program will be carried on by the American Institute of Graphic Arts, effective June 1, 1934, and will be broadened by coordinating the educational activities of all divisions of the graphic arts and industries. The above committee, represent- ing the United Typothetae of America, will function until a new committee is announced. Reports—An annual report is included in the “An- nual Reports of the President and Chairmen of Committees,” published by the United Typothetae of America in October, 1933. The following special report has been issued: 1. Survey of Printing Education for the Year 1932-33. Washington, D. C.: United Typothetae of America, 1933. 10 p. (Mimeographed.) Pub- lished in Printing Education, November, 1933, p. 16. Summarizes data from 388 schools of print- ing. Shows that 60 percent of the schools are of four-year high-school level and above; but that nearly one-half of the enrolment is in about 30 percent of the schools—the junior high-school group. States that there seems little possibility of overcrowding the industry with the present number of schools and pupils. Notes progress in training for teaching and for executive positions in the industry; 24 colleges gave instruction to 1856 students in printing and graduated 360 in 1933. AMERICAN LIBRARY ASSOCIATION 520 North Michigan Ave., Chicago, Ill. Committee on National Planning for Library Service Members—Harry M. Lydenberg, Carl H. Milam, Ralph Munn, Louis R. Wilson. Scope and purpose—Appointed in 1934. The imme- diate task, as stated in the American Library As- sociation Bulletin, February, 1934, p. 61-62, is to prepare a tentative plan which will cover the fol- lowing points: a. Definition of objectives of various kinds of li- braries in the light of present social trends, and statement of what libraries can do if released from some financial and other present limitations. . Desirable organization, administration and legislation, and relationships with federal gov- ernment, states, regions, counties, cities and towns of a library system covering the whole country. c. Desirable coordination with other leisure-time, cultural,’social, educationa! ernmental activities. . Personnel needs and desirable methods ing, training and employing librarians . The financial needs and how they might f. Cooperation among libraries to make service to scholars and others relatively throughout the country. . Research, studies, investigation, to imp: brary organization and methods, personne the service of books and libraries. . Library cooperation with authors and put in the production of books needed. Desirable internal reorganization. Modernized physical plants. <. Promoting increased use of libraries. At the request of the President of the Ame Library Association state library associations state library extension agencies are appointing sta planning committees with similar objectives their own areas. AMERICAN NATURE STUDY SOCIETY Jennie Hall, Secretary, Public Schools, Minnea; olis, Minn. Committee on Elementary School Teacher Training Chairman—Gerald S. Craig, Columbia Universi New York, N. Y. Members—La Verne Argabright, Lillian Heath: shaw, E. Lawrence Palmer, Marion D. Weston Scope and purpose—Appointed in January, 193 Purpose is the investigation of present practices analysis of needs of training, promotion of improved opportunities for training, and stimulation of stitutions to raise standard of requirements teachers. AMERICAN VOCATIONAL ASSOCIA- TION 1010 Vermont Ave., Washington, D. C. Committee on Standards of Attainment in Industrial-Arts Teaching Chairman—William E. Roberts, 1218 Webb Road Lakewood, Ohio. Members—Charles F. Bauder, William T. Bawde: Clyde A. Bowman, Emanuel E. Ericson, Maris M Proffitt, R. W. Selvidge. Scope and purpose—Appointed in 1928. No specifi assignment other than title indicates. Decided ¢ limit work to “a study of those things which the boy should know and be able to do, in the field of industrial arts, by the close of the junior high schoo! period.”—Progress Report, 1931, p. 2. Financed by appropriations of $100 a year fron Association, 1930-31 and 1931-32. Published lists o! “Operations” and “Units of Related Knowledg: in nine fields of industrial-arts work, in /ndustriai Arts and Vocational Education and in Industria Education Magazine. All readers were urged ¢ criticize these sample lists. The Committee has also undertaken “to formulate a statement of the principal objectives for the real! [ 164 ] eacher eathe ton 1933 actices prove ] of in its ft Road iwdel ris M pecin led t th the eld ot schoo! fron ists of edge istrial istria ed ti ! luiate » 1; reall n of which we are willing to assume a large sure of responsibility, and for which reasor y adequate experiences must provided.” Report, 1933, p. 1. Re rts tawden, William T., chairman. Standards ‘ttainment in Industrial-Arts Teaching. Wash igton, D. C.: American Vocational Association L. H. Dennis, exec. sec.), 1931. 31 p. A progress report of the Committee, presented the Association in December, 1931. Reviews roposed work for the Committee, as outlined ibove; presents lists of teaching or learning units in woodworking, sheet-metal work, ele mentary electricity, automechanics, printing, and mechanical drawing. Roberts, William E., chairman. The Objectives »of the Industrial Arts Teacher. Washington, D. C.: American Vocational Association (L. H Dennis, exec. sec. December, 1933. 14 17 Mimeographed. ) Offers a statement of the teacher’s objectives, hope that the statements “will be sufficiently clear and definite to furnish us standards of attainment by which we may check our work in order to determine whether we are producing in the individual we teach the changes which will contribute to the primary purposes of edu cation.”—Report, p. 1. States that the teacher should endeavor develop in each pupil: a. An active interest in industrial life b. The ability to select and use wisely the things he buys. » An appreciation of good workmanship and design. . Pride in ability to do useful things Self-reliance in unfamiliar situations. Orderly methods in performance of any task. Self-discipline in performance of needed tasks . Careful work without loitering (industry Readiness to assist others and share in group projects. Thoughtfulness in making things pleasant fo others. Ability to understand and prepare mechanical drawings and working diagrams. |. Elementary skill in the use of common tools and machines and an understanding of com mon construction problems. Each objective is discussed and illustrated by examples. ASSOCIATION FOR CHILDHOOD EDU- CATION 1201 Sixteenth St., Washington, D. C. Committee on Research Chairman—Elizabeth L. Woods, Public Schools, Los Angeles, Calif. Members—Charles L. Cushman, Prudence Cuth- right, M. Lucile Harrison, Chloe E. Milliken, Ruth Streitz. Scope and purpose—Appointed in November, 1933. At present is investigating the optimal age for in troducing children to formal reading and number work, Committee on Teacher Training Chairman—wW inifred E. Bain, Colur New York, N. \ Members—Agnes L. Adams, Louise M ibeth Heiny, Mae Kelley, Grace Langdon dace McDowell, Grace E. Mix, Pauline I lorence ] horpe. Scope and purpose—Appointed to study standards for the preparation of teachers for work in nursery, kindergarten, and primary grades. Work based on the assumption that a teacher-training curriculum should deal with problems which one meets as a! individual, as a member of society, and as a teache: Committee accordingly in 1932-33 studied the spe cial problems that are significant because of the immaturity of the child, and in 1933-34 analyzed the kind of preparation which should be made by those who wish to render service to young children and their families under presentday conditions Reports—Reports are presented to the Associatior at its annual meetings. They are occasionally sum marized in the Yearbook and published in Child hood Education ASSOCIATION OF AMERICAN LEGES 111 Fifth Ave., New York, N.Y College Music Study Chairman of Sponsoring Committee—Ernest H Wilkins, Oberlin College, Oberlin, Ohio. Members—H. L. Butler, G. S. Dickinson, John Er skine, Howard Hanson, Walter E. Hartley, Ernest Hutcheson, W. S. Learned, Douglas Moore, James B. Munn, Garfield B. Oxnam, Myron C. Taylor Burnet C. Tuthill, Paul J. Weaver, Karl Young Ex-officio members: Frederick C. Ferry, Robert I Kelly, and Archie M. Palmer. Director—Randall Thompson. Scope and purpose—Authorized in 1931; launched August, 1932. The project is under the Commissio1 on College Architecture and College Instruction in Fine Arts. Financed by $25,000 grant from Carne gie Corporation. To consist of a fact-finding survey of the status of music in the life and work of the college, followed by a collaborative study of data secured. Survey to be confined to selected list of from twenty to twenty-five typical colleges. Aims to scrutinize music curriculums of colleges selected, review teaching methods, report on standards of work, investigate the cost of music study, examine extra-curriculum activities in their relation to music and note the opportunities for musical cultivation on the part of the average non-specializing student COL- Reports 1. Wilkins, Ernest H., chairman. “Report of the Committee Sponsoring the College Music Study Bulletin of the Association of American Colleges 20: 91-92; March, 1934. A brief report of progress describing visits to colleges and the preparation of a preliminary report. Thompson, Randall, director. Music in the Amer ican College. To be published in 1934. Freedom and Commission on Academic Tenure Chairman—James L. McConaughy, Wesleyan Uni- versity, Middletown, Conn. [165 ] | / ) ; ASSOCIATION OF AMERICAN COLLEGES (Cont.) Members—S. P. Capen, Meta Glass, R. A. Kent, E. D. Soper. Scope and purpose—The Commission on Academic Freedom and Academic Tenure, which some years ago formulated a plan of procedure in each of these fields, a plan which was not only approved by the Association of American Colleges but by the American Association of University Professors as well as other organizations and institutions, has now been revived (1934-35) in view of recent de- velopments within this area of college administra- tion. The new Commission is not authorized to make investigations in the field or indeed to proceed in any way whatsoever except with the advice and consent of the Association. Members will be con- cerned primarily with principles involved in aca- demic freedom and academic tenure, some of which, perhaps, must be restated in the light of the expe- rience of the colleges within the last few years. The Commission will collaborate insofar as is pos- sible with the American Association of University Professors. Commission on College Architecture and Col- lege Instruction in Fine Arts Chairman—Frederick C. Ferry, Hamilton College, Clinton, N. Y. Members—Sister Antonia, John Erskine, Meta Glass, F. P. Keppel, J. Fredrick Larson. Scope and purpose—Committee authorized in 1919. At first concerned primarily with introducing into college curriculums courses on the history and ap- preciation of art. In 1921 made a standing commis- sion concerned also with problems of college archi- tecture. Established an architectural advisory serv- ice in the Association office in 1929. Is responsible also for the College Music Study. Studies partially financed by Carnegie Corporation. Reports—Significant studies published since 1930 are as follows: 1. Gerould, James T. The College Library Build- ing—Its Planning and Construction. New York: Charles Scribner’s Sons, 1932. 116 p. Discussion of administration, planning, con- struction, and equipment of academic libraries. Author visited over fifty representative colleges and inspected their library facilities. . Larson, J. Fredrick, and Palmer, Archie M. Architectural Planning of the American College. New York: McGraw-Hill Book Co., 1933. 181 p. Aim of the book is fourfold: (1) to present the history and accomplishments of the architectural advisory service of the Association of American Colleges; (2) to stimulate and help those con- cerned with college development programs; (3) to appraise the principles involved in campus planning and the designing of college buildings of lasting worth; and (4) to illustrate tested procedures which can be readily adopted for guidance in individual situations. Major premise is that the physical side of the college should take into account every phase of the life and spirit of the institution. . Palmer, Archie M., and Holton, Grace. “College Instruction in Art.” Bulletin of the Association of American Colleges 19: 361-417; Dece: 1933. (Issued also as a special monograph The purpose of this study was to survey developments in the teaching of art in col! to indicate significant trends, and to help « the way for the improvement of art instruction, It includes a cross-section of faculty opinion as to the outlook for the future. Commission on College Athletics Chairman—Thomas S. Gates, University of Penn sylvania, Philadelphia, Pa. Members—W. M. Lewis, Daniel L. Marsh, |. \ Newcomb, John S. Nollen. Scope and purpose—Task defined as embracing f objectives: (1) to confer, comparing thoughts and experiences, exchanging ideas and giving continua! public expression to principles which thus far seem in the right direction; (2) to suggest for imme diate adoption proposals and definite plans worth trying; (3) to provide leadership for those aiming at betterment of college athletics; and (4) to en courage institutions to put into practice those poli- cies which have been generally approved by edu- cators in their effort to think constructively upon the problems which have grown out of the tre mendous public and alumni interest in intercolle- giate athletics. Reports (Since 1930) 1. Young, Bert E., chairman. “Report of the Com- mission on College Athletics.” Bulletin of the Association of American Colleges 16: 145-46; March, 1930. Recommends indorsement of Carnegie Report, and urges surveys by individual colleges in the light of the Carnegie Report. Emphasizes intel- lectual and cultural aims as being of first im portance in the solution of college problems. . Gates, Thomas S. “Athletics and the Character- Building Function of Higher Education; Report of the Commission on College Athletics.” Bulletin of the Association of American Colleges 18: 103 12; March, 1932. Lists four objectives as outlined above unde: scope and purpose. Expresses belief that discus sion of problem had gone far enough. Advises action to put into effect principles generally agreed upon as beneficial. Advances twelve such principles, which include: administrative respon sibility; coordination of athletics and physica! education; operation of program of physical edu- cation and athletics for benefit of all students; condemnation of subsidizing, recruiting, and proselyting of athletes; need for full publicity; shortened football season; faculty rank for coaches; increased student control of the play ing of games; and need for educating alumni and the public. Athletics is not an isolated subject. It contrib utes to a threefold function of a college: develop ment of character, physical well-being, and inte! lect. . Gates, Thomas S. “Report of the Commission on College Athletics.” Bulletin of the Association of American Colleges 20: 72-83; March, 1934. Summarizes the replies to an inquiry letter on changes in administrative policy. Reports that an increasing number of institutions have taken the financing of athletic sports out of the hands of committees and have turned it over to the treas- [ 166] 1g tour its and ntinual r seem imme worth aiming to en- © poli- y edu- ’ upon ie tre- rcolle- Com- of the 45-46; eport, in the intel- st im- s. acter- teport ulletin : 103 under iscus ivises erally » such spon ysical | edu- lents; and icity ; for play umni itrib elop intel - yn on nm of ‘r on it an 1 the ls of reas- rer or bursar; that athletic scholarships have been abolished as a general rule; and that in many instances the coach has been put on the same basis as other members of the instructional] staff. Commission on Enlistment and Training of College Teachers Chairman—Albert Britt, Knox College, Galesburg, Ill. Members—J. R. Angell, W. L. Boe, Lucia R. Briggs Sister M. Ethelbert, H. P. Rainey. Scope and purpose—Appointed in 1926 to deal with the problem of recruiting and training able new college teachers. In 1931 Commission undertook a study of the number and quality of the recruits fo: college teaching who have graduated, in the last ten classes (1921-30), from each of the member in stitutions of the Association. Response was gratify ing from five-sixths of colleges solicited; 250 re ports filed and tabulated. This Commission has col laborated with staff members and graduate stu dents in certain universities in special studies. It is now concerned primarily with the determinants in practice in administrative offices in the process of selecting college teachers. Reports (Since 1930) 1. Wilkins, Ernest H., chairman. “Report of the Commission on Enlistment and Training of Col lege Teachers.” Bulletin of the Association of Imerican Colleges 17: 24-36; March, 1931. Stresses importance of enlistment of prospec tive college teachers. Proposes a factual inquiry of number and caliber of those engaged in or preparing for college teaching in the !ast ter graduating classes of colleges in Association Suggests that values of the academic life be set forth through vocational guidance survey courses, by a speaker on an appropriate public occasion, by advisers, and through a booklet pre pared under auspices of the Association. In order to appeal to the undergraduate, col lege teaching must appear highly interesting to those who carry it on; offer stimulating and potentially cordial human relationships; afford chance for freedom of thought and speech, and for initiative; offer chance for distinction: clearly offer chance for service; and give promise of financial competence as a basis for happy family life. McConaughy, James L., chairman. “Report of the Commission on the Enlistment and Training of College Teachers.” Bulletin of the Association of American Colleges 18: 82-90; March, 1932. Reports results of inquiry on number and qual- ity of those engaged in or preparing to teach Approximately 5 percent of all graduates dur- ing past decade are teaching in college or pre paring to do so. Over one-half of this group grad- uated in upper quarter of their class. Conclu- sions: (a) colleges are not well informed con cerning their product; (b) colleges are not re cruiting college teachers seriously; (c) quality should be stressed more than it has been hitherto; (d) question should be kept at the fore by the Association. . Britt, Albert, chairman. “The Enlistment and Training of College Teachers.” Bulletin of the Association of American Colleges 19: 72-79; March, 1933. Urges personal contact with promising by a good college teacher and suggests ot approach Commission on Faculty and Student Scholar ship Chairman—Henry M. Wriston, Lawrence College \ppleton, Wis Members—Katharine Blunt, C. S. Boucher, C. D Gray, Edward S. Jones, Julian Park. Scope and purpose—Concerned with the maint: nance of college teachers “upon a level of their highest potential personal and scholastic efhciency In 1932 a questionnaire was sent to selected institu tions regarding vacation activities; 2851 schedules were received for tabulation. Reports (Since 1930 1. Wriston, Henry M., chairman. “Report of the Commission on Faculty and Student Scholarship Bulletin of the Association of American Colleges 17: 37-40; March, 1931. Stresses the need of continuing development among college teachers. Comments on effect of teaching load, contacts with immature minds, ad ministrative duties, and routine. Proposes to study the reading habits of professors in a represen tative group of colleges. Wriston, Henry M., chairman. “Study of the Vacation Activities of Faculty Members in One Hundred and One Colleges and Universities Bulletin of the Association of American Colleg 19: 80-82; March, 1933. Summary report of the Commission on ques tionnaire replies. Noted a wide variation in in stitutional policy with reference to the vacation period. Studied in detail utilization of vacation periods and concluded: a. Major part devoted to activities not directly related to professional interests, improvement, and scholarly pursuits. Those who undertake scholarly activities en gage in reading, preparing courses, travel in the United States, research, and writing Definite relationships exist between effective utilization of vacation period and geographical locations of institutions, academic rank, earned degree held, and number of months salaries are received; few between nature of institu tion, and marital status. Institutions generally do not attempt to exer- cise control by suggesting activities or requir- ing a report. Participation in remunerative employment re- sults in less participation in activities related to professional interests. Opportunity to engage in professional and scholarly activities not exploited by majority. Jones, Edward S. Comprehensive Examinations in the Socia! Sciences. Supplement to the Decem- ber, 1933, Bulletin of the Association of Ameri- can Colleges. New York: Association of Ameri- can Colleges, 1933. 128 p. Contains comprehensive examination questions in history, economics, government, sociology, and psychology collected during visits to fifty colleges in connection with the Comprehensive Examina- tion Study. The questions were rated by spe- cialists in the various fields. [ 167 ] ASSOCIATION OF AMERICAN COLLEGES ( Cont.) [his monograph is a supplement to Compre- hensive Examinations in American Colleges,’ but was conducted under the auspices of the Com- mission on Faculty and Student Scholarship. ‘This Commission is planning to issue monographs of similar character within other areas of the col- lege curriculum. Commission on Permanent and Trust Funds Chairman—F. L. Jackson, Davidson College, David- son, N. C. Members—A. W. Anthony, W. F. Bohn, Raymond L. Thompson, Rees E. Tulloss. Scope and purpose—Appointed to aid colleges in dealing with financial problems, particularly those involved in the handling of permanent funds. Con- ducted questionnaire study on the financial status of colleges in 1931. Reports received from 277 col- leges and universities. In 1933 directed collection of data on distribution of alumni with view to making contacts with trust institutions. The Com- mission is now active in making contacts between the colleges and universities and trust companies, insurance companies, and the legal profession. Reports (Since 1930) 1. Anthony, A. W., chairman. “Report of the Com- mission on Permanent and Trust Funds.” Bulle- tin of the Association of American Colleges 17: 41-48; March, 1931. General comments on current economic situa- tion. Raises question of a united investment policy for colleges. Notes certain principles of giving, such as that of posthumous discretion and provision for final distribution of trust funds. . Anthony, A. W., chairman. “Are College Endow- ments Jeopardized?” Bulletin of the Association of American Colleges 17: 488-91; December, 1931. 4 Preliminary comment on answers to inquiry conducted by Commission as to the effect of the depression upon invested funds of colleges. Points out need for standardized form of financial re- porting. A first impression is that college endow- ment funds, if jeopardized at all, are jeopardized in the long run by faulty methods of bookkeeping. . Anthony, A. W., chairman. “The Present Finan- cial Status of the College; Report of the Com- mission on Permanent and Trust Funds.” Bulle- tin of the Association of American Colleges 18: 70-80; March, 1932. Reports received from 277 colleges show no alarming losses of income up to June 30, 1931. Greatest losses lay in field of mortgages and real estate. Regionally, heaviest losses in South and Middle West. Increase in tuition income noted, due to increased attendance. Recognizes that more serious consequences of the depression are yet to come. . Anthony, A. W. “Permanent and Trust Funds; a Report for the Commission.” Bulletin of the Association of American Colleges 19: 68-71; March, 1933. Notes problems arising from experiences re- ported during the depression. Points out n carefully scrutinizing policies, services, an ministrative methods in relation to chang social relationships and financial security 5. Jackson, F. L., chairman. ‘“‘A Special Rep the Commission on Permanent and Trust |) Bulletin of the Association of American Co 19: 320-23; November, 1933. Reports results of inquiry conducted auspices of Commission on distribution of c alumni in cities of 100,000 population and Commission on the Cost of College Educat Chairman—T. L. Hungate, Columbia Unive New York, N. Y. Members—A. H. Burnett, D. J. Cowling, | Morey, N. C. Plimpton, Alex H. Sands, Jr., G Wintringer. Scope and purpose—Has been postponing its st for two or three years until report of the Comm on Form of Classification of Institutions of Hig Education would be available—Bulletin, , Marc 1933, p. 7. Purpose of latter committee is to classif leading types of institutions of higher education ; that statistics regarding them may be presented a convenient and illuminating fashion, and to sign institutions to their respective places, on ' basis of this classification. Reports 1. Hungate, T. L., chairman. ‘The Cost of Colley: Education; a Report for the Commission.” Bu tin of the Assoctation of American Colleges 2 84-89; March, 1934. Describes technics available for the stud) the cost of higher education through the searches of the National Committee on Standa Reports for Institutions of Higher Education Comprehensive Examination Study Director—Edward S. Jones, University of Buffalo, Buffalo, N. Y. Scope and purpose—Launched in 1931 as a first step in the “Intellectual Life Project,” a proposed study of the intellectual life of American colleges Financed by General Education Board. Visits made to over fifty colleges which have had considerab|: experience with comprehensive examinations. These were usually defined as examinations of college students covering subjectmatter greater in scope than a single course. Employed procedure of talk- ing individually to professors who have had expe- rience with such examinations and in the prepara tion of students for them. Also talked to students circularized senior students with an attitude form and requested comments from alumni recently grad uated from colleges using comprehensive examina tions. In addition to above subjective approaches factual data were also collected. Now sponsored by the Commission on Facult and Student Scholarship. Reports—Reports of progress are contained in Bu tin of the Association of American Colleges. 1. Jones, Edward S. Comprehensive Examination: in American Colleges. New York: Macmillan (¢ 1933. 434 p. ' See Association of American Colleges, Comprehensive Examination Study. [ 168] posed leges made erable These ollege scope talk- expe- para ents orm trad nina iches Some of the more important conclusions from is investigation are as follows: Favored by large majority of teachers, alumni, and students who have worked under such system. Wide range of practices. Widespread desire of students for more tutorial work. Difficult to evaluate preparation of students. Kind of college an important variable. Has aroused genuine interest among alumni and students. Examination questions improved. Marked enthusiasm in some colleges for oral examining. Some outside examining influence endorsed by many who have had experience with system Expense of comprehensive examining mor¢ dependent on thoroughness of preparation that is provided students than on details of examina tions as such. A supplementary volume on comprehensive ex aminations in the social sciences is reported under the Commission on Faculty and Student Scholarship. “Smaller College” Study Director—Archie M. Palmer, Associate Secretary \ssociation of American Colleges, New York, N. ¥ Scope and purpose—Authorized in 1930. Partici pated in by 127 colleges having a liberal arts en rolment of less than 700 students. Study to cover the following areas: (a) educational policy; (b) or- ganization and administration; (c) personnel; (d student supply and alumni; (e) instructional facili ties and technic; (f) physical plant; (g) financial situation and needs; and (h) such selected areas as student life, religious life, personnel guidance, extra-curriculum activities, enrolment trends, and special activities. Information assembled treated as confidential. Headquarters staff assisted in analyzing data by group of graduate students who have had experi- ence in college administrative and teaching fields. Reports—Occasional progress reports are contained in the Bulletin of the Association of American Col- leges. Special studies in print include: Kinder, J. S. “Internal Administration in the Small College.” Bulletin of the Association of American Colleges 17: 512-17; December, 1931. About one-fourth of college administrators teach. Heavy teaching load discovered for deans. Registrar usually regarded as administrative ofh- cer, as are treasurer, bursar, or business man- ager. Sixteen percent of librarians teach. Prac- tically all other offices are combined with some major office, or handled by an individual who is essentially a classroom teacher. Not a single ad- ministrative title occurs in every institution. A noticeable tendency is to allow students a smal! share in internal administration. Milner, Clyde A. “Some Functions of a College Dean.” Bulletin of the Association of American Colleges 17: 518-21; December, 1931. List of sixty administrative functions sent to deans of participating colleges, who were asked to indicate what college officer performed each of these functions and which ones should be per formed primarily by them. Answers show desir« to have ¢ culum, changing struction, and interviewing of applicants admission Palmer, Archie M The College President His Board of Trustees.” Bulletin of the Ass tion of American Colleges 17: 505-11; Dece 1931. I'wo-thirds of presidents of small colleges are ex-oficio members of their boards of trustees and usually enjoy full voting privilege. In other cases they are expected to attend meetings in advisory capacity. In eleven instances the presi dent was chairman of board. In one-fourth of institutions he was ex-ofhcio member of all stand ing committees. Policy of appointments and pro motions should be formulated only after discus sion with him. He should prepare and submit budget; be ofhcial medium between faculty and board, and between students and board: and be responsible for discipline of college and execu tion of policies. yreater influence in supervision of curri of courses, improvement of in Perry, Ruth. “Personnel Procedure in the Smal] College.” Bulletin of the Association of American Colleges 18: 229-33; May, 1932. Analyzed personnel procedure _ into student welfare” functions. In the small college functions are not departmentalized, but dis tributed among the faculty. ASSOCIATION OF AMERICAN MEDI- CAL COLLEGES 5 South Wabash Ave., Chicago, Iil. twenty Commission on Medical Education Chairman—A. Lawrence Lowell, Harvard Uniy sity, Cambridge, Mass. Members—Membership of sixteen Director—Willard C. Rappleye. Scope and purpose—Organized in 1925. Finane: by the contributions from medical schools, the Amer ican Medical Association, the Rockefeller Founda tion, the Carnegie Corporation, and the Macy Foundation. General assignment: To make a study of educational principles involved in medical edu cation and licensure, and to suggest means of bring ing them into satisfactory relationships with newer conceptions of university education on one hand and with the needs of presentday society on the other. Immediate need was to secure relief, if possible, from restraint and burden of external regulations, par- ticularly of state licensing bodies, and to stimulate experimentation in medical education. Has en deavored to reflect and emphasize soundest current opinions. Completed its work in 1933. Reports 1. Commission on Medical Education. Final Report. New York: the Commission (630 West 168th St.), 1932. 560 p. Indicates an oversupply of physicians, but a faulty distribution in terms of medical needs Development of specialism noted, but need for thorough training in one field as well as impor tance of nonspecialized practice is stressed Urges provisions for postgraduate training of doctors. Notes change in direction of individualizing instruction in medical schools. Courses are being [ 169 ] ses Se ae aaa Ss et ss ——— OS EE EST nn on ASSOCIATION OF AMERICAN Mepicat CoL- LEGES (Cont.) made introductory in character with emphasis on principles. Preliminary general education should be completed earlier. Medical schools may assist by requiring evidences of achievement and promise, rather than credits for admission. ASSOCIATION OF AMERICAN UNI- VERSITIES Edgar S. Furniss, for Yale University, Secretary, New Haven, Conn. Committee on Training of Graduate Students for College Teaching Chairman—Fernandus Payne, Indiana University, Bloomington, Ind. Members—George H. Chase, William F. Russell, E. B. Stouffer. Scope and purpose—Committee appointed Novem- ber, 1929, as a result of a communication sent the Association by the Association of American Col- leges, requesting that each university of the Asso- ciation inquire of itself whether it was doing all it could rightly do to train its ‘students for the profes- sion of college teaching. Informal letters sent out instead of questionnaires in order to secure the uninfluenced attitudes of the universities. Twenty- nine replies received. Reports 1. Payne, Fernandus, chairman. “Report of Com- mittee on Teacher Training.” Journal of Pro- ceedings and Addresses, 1930. Association of American Universities. Chicago: University of Chicago Press, 1930. p. 33-42. Lists by schools the more significant parts of the replies received. No university advocated any lessening of research requirements. Most univer- sities indicated a conservative attitude toward instituting a reorganization of the present type of training given graduate students. A few univer- sities seemed favorably inclined toward the offer- ing of some type of special methods course by the subjectmatter department concerned. Ten univer- sities approved the establishment of a general sur- vey course on the college. Eight opposed the offer- ing of any professional courses for the training of college teachers. Other suggestions for training graduate students included careful observation and teaching under supervision. Committee’s opinion is that graduate schools are largely teacher-training institutions; that training of teachers is a two-fold responsibility to be shared by both colleges and universities; that courses on methods and problems of the college will not cure all existing difficulties; that relaxation of research requirements is not desir- able; that poor teaching is often caused by undesirable conditions of the college itself; and that the curriculums of the graduate schools need not be completely reorganized. 2. Payne, Fernandus, and others. “Report of the Special Committee on the Training of Graduate Students for College Teachers.” Journal of Pro- ceedings and Addresses, 1932. Association of American Universities. Chicago: University of Chicago Press, 1932. p. 87-101. Same condensed in Bulletin of therAmerican Association of Un versity Professors 19: 127-40; February, 1933 A report of opinion. Notes difficulties in secu; ing an unbiased view of the field of college teac} ing. Disputes assumption that college teachers are the poorest of all teachers. Suggest practices that might be employed to foster better teaching and learning, such as willingness to experimen: giving consideration to courses in methods and teaching under supervision, encouraging worthy students, and study of problems. Suggests tha: schools of education attempt to furnish reliable data on value of professional courses in educa tion. ASSOCIATION OF COLLEGIATE SCHOOLS OF ARCHITECTURE Sherley W. Morgan, Secretary, Princeton Un versity, Princeton, N. J. Survey Committee Members—F. H. Bosworth, Jr., Roy Childs Jones Scope and purpose—Study made during the fal! and winter of 1930-31; financed by a grant from the Carnegie Corporation. Dealt with architectura schools of collegiate rank in the United States and Canada. Reports 1. Bosworth, F. H., Jr., and Jones, Roy Childs A Study of Architectural Schools. New York Charles Scribner’s Sons, for the Association of Collegiate Schools of Architecture, 1932. 193 p Presents information, collected by visits and correspondence, regarding fifty-two institutions of collegiate rank in the United States offering professional courses in architecture, and six such institutions in Canada. Includes chapters on the curriculum; the students; the relation of the school of architecture to the university; and in- ternal organization of the schools. Recom- mendations and conclusions include the fo! lowing: a. The architectural schools are fast acquiring an actual freedom from administrative re- strictions which is commensurate with their responsibilities. b. Architectural schools have been slow to fol- low the example of medicine in restricting the total number of schools and the number of students in individual schools as a proper and democratic procedure. ce. In the architectural curriculum, design is taking on a new point of view, and to some extent is becoming the coordinator of the whole curriculum. d. The shift from didactic teaching to the prob- lem method in architectural education is due in large measure to the influence of American architects trained in the Ecoie de Beaux Arts in Paris. e. The teacher without experience of practice will find it difficult to develop in his students an appreciation of the realities of architec- ture—for the practical considerations of build- ing, for the business and social side of archec- ture. [170] ASS TO] J, Cor Cha We Me Edv Ree Sco, mak tion am ber, the tog ing Re} 1. ] ( ( conde: sed ym of Un ry, 1933 $ iM secu; lege teach > teachers tC practices r teaching cperiment thods and iz worthy pests thar h reliable in educa GIATE JRE ton Un is Jone 8 fall and from the itectural ates and Childs vy York ation of 193 p its and itutions offering ix such on the of the and in- Recom- ie fol juiring ve re- ) their to fol- ng the ber of er and gn is some f the prob- s due ‘rican Arts actice dents hitec- juild- chec- ASSOCIATION OF DEANS AND DIREC- TORS OF SUMMER SESSIONS J. E. Foster, Secretary, lowa State College, Ames, lowa Committee To Study Summer Education Cur- ricula Chairman—Ernest Reed, Syracuse University, Syra- cuse, N. ; Members—Emery L. Filbey, C. E. Scope and purpose—Appointed in October, 1933, to carry out the following assignments: a. Establishing contacts for the analysis and study of summer education curriculums and problems of the country. . Through contacts established, to suggest studies or aid in the compilation of data of all kinds of higher educational institutions which may be considered primarily as summer schools. ASSOCIATION OF URBAN UNIVER- SITIES C. 8S. Marsh, Secretary, University of Buffalo, Buffalo, N. Y. Committee on Research Chairman—A. Caswell Ellis, Cleveland College of Western Reserve University, Cleveland, Ohio. Members—Ned H. Dearborn, Delton T. Howard, Edward S. Jones, Vincent W. Lanfear, Floyd W Reeves. Scope and purpose—Appointed November, 1931, to make a preliminary study, looking to the prepara- tion of a definite plan for cooperative research among urban universities. Presented at the Novem- ber, 1931 meeting of the Association a proposal for the establishment of a cooperative research bureau, together with a list of one hundred problems need- ing study. Reports 1. Ellis, A. Caswell, chairman. “Problems for Co operative Research in Urban Universities.” Pro- ceedings, 1931. Buffalo, N. Y.: Association of Urban Universities (C. S. Marsh, sec.), 1931. p. 26-43. Points out that college-trained teachers in gov ernment and industry have been apparently ignorant of natural and social laws, and indif ferent to human welfare. Asks whether the col- leges are doing any better for their present students; urges the need for intensive ques tioning and fundamental studies of the whole structure. Presents a list of one hundred college problems needing study. These questions deal with aims and subjectmatter, methods of study, and of teaching, students, administration, and faculty. Partch. 2. Ellis, A. Caswell, chairman. “Report of Com- mittee on Research Projects.” Proceedings, 1932. Buffalo, N. Y.: Association of Urban Universi- ties (C. S. Marsh, sec.), 1932. p. 65. Report includes the following recommendations: a. That efforts be made to secure funds for the establishment of a Joint Bureau of Research— $15,000 a year for three years. b. That the member institutions appoint local committees on educational research. c. That the Committee itself offer such service as it can in stimulating and aiding research, until an adequate bureau of research can be established. CARNEGIE CORPORATION 522 Fifth Ave., New York, N. Y. derick P. President—F re Keppel. Secretary—James Bertram. The Carnegie Corporation was established i: 1911 by Andrew Carnegie “for the advancement and diffusion of knowledge and understanding’ among the people of the United States, Canada and the British colonies. During the first few years of its existence, grants were limited almost wholly to libraries, church and Its activities were later expanded to include aid to organizations, illustrated by the grant of $5,000,000 in 1919 to the National Research Council. An initial endowment of $1,000,000 was provided for the Teachers Insurance and Annuity Association estab- lished by the Carnegie Foundation for the Advance ment of organs, science buildings Teaching. In the past decade the Corporation has supported a program of adult education. In June, 1924, the first conference on the subject in this country was held as the result of a call which it issued. Among the experimentation sponsored was the demonstra- tion by Dr. Edward L. Thorndike and others of the measurable capacity of the normal adult to learn profitably well into middle life (Adult Learning. New York: Macmillan Co., 1928. 335 p.). Since the organization of the American Association for Adult Education in 1926, the adult education program of the Corporation has been directed by the Associa- tion. In research in the natural sciences and in educa- tional inquiry Corporation grants are being made in increasing number in close cooperation with the Carnegie Institution of Washington and the Car negie Foundation for the Advancement of Teaching respectively. These organizations furnish expert advice, provide such oversight as may be desirable, and appraise the results of completed studies Enterprises going forward during the past year which are of interest to education, excluding thos: administered by the Carnegie Foundation, include an investigation of social studies in the schools by a commission of the American Historical Associa- tion; contributions toward the demonstration of library service inaugurated in the South by the Rosenwald Fund in 1929; and grants to help main tain the National Advisory Council on Radio in Education. Three steps of significance were recorded in 1933. First, there has been a change of emphasis in adult education through concentration on the public-school system as contrasted with voluntary organizations A comprehensive program has been set up in Des Moines, Iowa, under the direction of the board of education and the superintendent of schools. Second, the Corporation is concentrating its efforts upon experimental studies in college education. Third, the entry of the Corporation into the field of voca tional guidance has resulted in the organization of the National Occupational Conference. The Corporation has since its establishment been more closely identified with libraries than with any other single activity. Grants have been made to the permanent fund of the American Library Associa- tion, to certain library schools, and to endow librarianships at various colleges. {171] CARNEGIE FOUNDATION FOR THE ADVANCEMENT OF TEACHING 522 Fifth Ave., New York, N. Y. President—W alter A. Jessup. Secretary—Howard J. Savage. The Foundation was established in 1905 by An- drew Carnegie with the primary object of main- taining an endowment for the payment of retiring allowances and pensions to college teachers and their widows. After careful review of existing pen- sion systems the trustees of the Foundation con- cluded that “free” pensions were undesirable. In order to further development of sound contractual retiring annuities for college teachers they organ- ized, in 1918, with the financial assistance of Car- negie Corporation of New York, the Teachers In- surance and Annuity Association of America. The Foundation is also directed by charter “to do and perform all things necessary to encourage, up- hold and dignify the profession of the teacher and the cause of higher education.” In this connection its Division of Educational Enquiry has studied and published concerning such fields as college entrance requirements, legal education, medical education, dental education, the training of teachers, and col- lege athletic Through a cooperative arrangement with the Carnegie Corporation, a number of joint projects involving research in higher education have been undertaken. In all cases, funds are provided by the Corporation, the Foundation administering these grants through its special projects fund. Re- ports, final and progress, are made to the Founda- tion. Examples of such joint projects, excluding those already described in this directory under the name of the sponsoring agency, are as follows: Harvard University, Graduate School of Educa- tion and University Film Foundation: Research in the use of sense aids in education. Purdue University: Studies in educational law and administration bearing upon the reconstruction of higher education due to economic causes. Stanford University: Inquiry concerning guidance in secondary schools. State University of Iowa: Individual and group researches in the genesis of art abilities. University of Chicago, School of Education: To discover, so far as possible, what are the char- acteristics of higher mental processes, and the ex- tent to which those processes are successfully cul- tivated in the schools. University of Minnesota: Researches into validity of psychological and educational assumptions pre- valent in the field of art education. University of Minnesota: Group and individual researches in college and university problems. University of Nebraska: Use of correspondence study in small rural high schools. Foundation studies are carried forward by off- cers and staff members of the Foundation in the Division of Educational Enquiry. Funds are fur- nished by the Carnegie Corporation, with contri- butions of funds, time of staff and assistants, office space, etc., by the Foundation. A comparative study of education on the graduate level is under way. A cooperative relationship with the U. S. Office of Education resulted in the publication of two studies in 1933: The State and Higher Education Economy in Higher Education. A third st nearly completed: State Control of Higher I tion. The Pennsylvania study on the relati: secondary and higher education has entered its final year. A description of this project fo Carnegie Foundation for the Advancemen: o: Teaching in Cooperation with the Join: Commission of the Association of Pennsy! vania College Presidents and the State Department of Public Instruction—Study of the Relations of Secondary and Highe: Education in Pennsylvania Chairman of Joint Commission—George L. ( wake, Ursinus College, Collegeville, Pa. Members—William H. Bristow, William Learned, director, William M. Lewis, James Rule. Scope and purpose—Study begun in 1928. Finance by the Carnegie Foundation for the Advanceme) of Teaching and Carnegie Corporation. Grants | date exceed $100,000. Main purpose of inquiry devise and demonstrate trustworthy means of es: mating an individual’s attainments and progress whereby a sound basis may be provided for edu tional guidance through whatever institutions may attend. Educational performance to be su jected to examination at two initial points: first the seventh grade near the beginning of adolesc: education, and second, at the end of the twelfr! grade or last year of the secondary school. Subse quent tests of progress to occur at the end of th: second and fourth years of college. A cumulatiy: record card to be developed for recording progress The examination procedure to consist large}, external objective tests. Section I of the inquiry is a six-year cumulative study beginning with seventh-grade pupils. This involves the progressive measurement and record: of about 12,000 children, who entered the sevent! grade in the fall of 1928, in the schools of Pitts burgh, Altoona, Reading, Johnstown, Allentow: Lancaster, and several smaller districts. ‘hes pupils entered senior high school in September, 193! Special curriculums permitting greater freedom of personal action are planned by certain school s\ tems. Colleges asked to accept or reject these pupils as an experiment on the basis of the cumulative records presented. Section II is a five-year cum lative study beginning with twelfth-grade s¢ ondary-school seniors. Some 26,000 public and private secondary-school seniors were tested i: May, 1928. Section III aimed to review the whole educational process through school and colle: This portion of the study was undertaken first, and has used reports of college seniors, faculty studies and specially devised objective tests. The study as a whole involves 586 secondary schools and colleges. Reports—Date of publication of final report unde termined at this time. Material dealing with the college examinations conducted by the Study w appear as a bulletin of the Foundation durin; 1933-34. Project outlined in the 1928 and 1929 re ports of the Foundation. Significant findings are ported as follows: 1. Carnegie Foundation for the Advancement Teaching. Study of the Relations of Secondars [172] am mes inanced nceme! rants twelft! Subse of the ulative OxTe ‘ely ulatiy This ecoras event Pitts hntowl ‘ e« These , 1931 om I] sy of pupils lative Cumu and Higher Education in Pennsylvania. Progre Reports, I-IV. New York: the Foundation 1929-31. 4+ vols. Report number two sets forth certain aspects f the nature and extent of personal contact be- tween a student and his college teachers. Report umber three is a memorandum of proposals for the treatment of the secondary inquiry group in the senior high school, 1931-34. Report number four discusses case studies and special curricu- lums proposed for secondary pupils expecting to enter college. “Study of the Relations ot Secondary and Higher Education in Pennsy] vania: Testing College Students.” Twenty-fifth 4nnual Report. New York: Carnegie Foundation for the Advancement of Teaching, 1930. p. 51-66 Learned, William S. Summarizes results of comprehensive examina tions given to college seniors in May, 1928, and to college sophomores in May, 1930. No data on question of growth. Six colleges examined thei: entire student body and found that seniors had apparently little to show in the way of assimilated knowledge over those three years their junior Colleges criticized for failure to correlate knowl- edge, and to convert raw information into effec tive knowledge. “Study of the Relations of Secondary and Higher Education in Pennsy! vania: Admission to College.” Tawventy-sevent/ Annual Report. New York: Carnegie Foundation for the Advancement of Teaching, 1932. p. 65-81 Learned, William S. States that the admission to college ,is over emphasized. Points out weakness in present prac tice of admitting by certification and by examina tion. Urges cooperation between secondary schools and colleges in employing a cumulative series of measures that will give at various points an accurate index of the levels and scope of a student’s normal working knowledge. Learned, William S. “Study of the Relations of Secondary and Higher Education in Pennsyl- vania: Knowledge as a Factor in Education The Tests and Their Implications.” Twenty eighth Annual Report. New York: Carnegie Foundation for the Advancement of Teaching 1933. p. 39-63. Discusses the question of the extent to which knowledge is indispensable or important in edu cation. Contends that accurate and comprehen- sive knowledge is essential to final synthesis, and that the permanence of a body of knowledge de- pends on the extent to which the mind establishes firm structural relationships among the multituds of ideas that compose it. Outcomes of college tests given to the students in Pennsylvania col leges show extreme variability as to the quality of their education. They reveal also that a third or more of the college population about to grad uate are easily matched by the typical high-school senior four years younger than they. The results from the progress group tested in 1930 and 1932 indicate positive gains during the two-year period, but these average gains appear very modest because of the losses or stationary posi tion of many students. Concludes that the Amer ican college degree, on its present four-year credit basis of award, possesses but a small frac tion of its potential significance in terms of as- sured intellectual competence. CHARACTER EDUCATION INQUIRY OF TEACHERS COLLEGE, COLUMBIA UNI- VERSITY, IN COOPERATION WITH THE INSTITUTE OF SOCIAL AND RELIGIOUS RESEARCH Hugh Hartshorne and Mark rsity, New Haven, Conn Co-directors- Yale nive VWVembers—Advisers for the D. Burton (succeeded by Caldwell, George A. Coe, R. Ely, E. Morris Fergusson, Edward L. Thorndike, Luther Inquiry were I Paul Monroe), Otis W Harrison Elliott, Ma Galen M. Fish A. Weigle Scope and purpose—The Religious Education As ciation and other national had { urged on the Institute of Social and Religious Re search the desirability of an inquiry into the out comes of customary religious and ethical tion. In 1924 the Institute arranged to project undertaken by Teachers College, Columbia University, as an inquiry into characte with particular reference to and placed under the immediate Edward L. Thorndike. Funds by the Institute of Social and \ five-year program ended August 31, 1929 In selecting as units for study such modes of con luct as were not only significant in living but also susceptible of precise measurement and experimen tation, the investigators decided to tention on deceitful and honest behavior cooperation and self-control. ‘They employed objective approach through extensive testing a statistical interpretation and secured the coopera tion of various school systems in administering the , . bodies treque! insti have the education religious education supervision o were to be supplied Religious Researc} focus their at and or ‘ test program volumes have Vature of Character Hartshorne, Hugh, and May, Mark in Deceit. New York: Macmillan Co., One, 414 p.; Book Two, 306 p Describes methods in the development of battery of deception tests and their application to various school groups. Concludes that “deceit Reports—Three Studies in the been as a social problem can probably best be tackled by controlling the child’s major experiences such a way as to make deception unnecessary and by building up a series of behavior habits cha: acterized by integrity of performance and i: telligent grasp of the social honor.” signincance ot 2. Hartshorne, Hugh; Julius B. Studies in Service and Self-Cont? New York: Macmillan Co., 1929. 559 p Sets forth the methods and vestigation of two types of behavior, service and self-control, which involve cooperation, charity persistence, and inhibition. Concludes that these behavior tendencies are learned like any skill and that their development through teaching requires (a) careful planning of situations t which these activities are the natural and suc cessful response; (b) provision for building a group morale which supports the desirable mode of conduct; and (c) increasing complexity and difficulty of situations in order that general prin ciples may emerge and be brought into play fo conduct and the integratior May, Mark A.;: and Mallet results of an i: othe: the guidance of behavior CHARACTER EpUCATION INQUIRY OF TEACH- ERS COLLEGE, COLUMBIA UNIVERSITY, IN CoorpERATION WITH THE INSTITUTE OF So- CIAL AND ReE.icious RESEARCH ( Cont.) 3. Hartshorne, Hugh; May, Mark A.; and Shuttle- worth, Frank K. Studies in the Organization of Character. New York: Macmillan Co., 1930. 503 p. Reports a study of the problem of integration. Reveals that such consistency of character as pupils have achieved is the product of experience preceding the fifth grade in school and does not materially increase. Concludes that it can hardly be expected that most children can be taught to be responsive to social ideals unsupported by group code and morale. The normal unit for character education is not the individual, there- fore, but the group or small community. CIVICS RESEARCH INSTITUTE 3506 Patterson St., Washington, D. C. Members—Board of directors: Charles H. Judd, Arthur E. Morgan, Harold G. Moulton, L. J. O’Rourke, George F. Zook. Scope and purpose—Recently established for the purpose of conducting a number of research studies, the ultimate object of which is to bring about more general and more intelligent participation in gov- ernment. Investigation made possible by a grant from the Payne Fund. To facilitate cooperation between the schools and the Institute state com- mittees are being organized, each composed of three superintendents. A Superintendents’ Advisory Council will be made up of these members, each of whom will arrange for one or more classes in schools under his direction to serve as research units. The first study is planned for pupils enrolled in the course in community civics ordinarily taught in the eighth or ninth grade. The objective is to make the teaching of civics more functional. Materials prepared by the Institute for the use of classroom civics clubs will be organized as projects, and will provide for committee assignments. This program was started in March, 1934. COLLEGE PHYSICAL EDUCATION AS- SOCIATION Harry A. Scott, Secretary, Rice Institute, Hous- ton, Texas. Committee on Curriculum Research Chairman—W. R. LaPorte, University of Southern California, Los Angeles, Calif. Members—C. L. Brownell, F. C. Cozens, Jay B. Nash, F. L. Oktavec. Scope and purpose—Appointed in December, 1927, to “secure the formulation of an acceptable curri- culum of physical activities so graded as to elimi- nate excessive duplication within a school from vear to year and to encourage reasonable uniformity of program in all schools.”—Report, 1932, p. 156. The committee has worked largely through cor- respondence. It adopted the following plan of pro- cedure: a. Formulation of elements in a program of physi- cal activity. b. Evaluation of each of these activities. c. Determination of relative amount of tim each activity. d. Determination of rade placement of activi: e. Determination of a minimum set of standards In evaluating activities, the following , needs were considered: a. Sound physical or organic structure and tion. b. Sound social and moral qualities. c. Sound mental and emotional attitudes. d. General and special safety skills. e. Physical skills valuable as carry-over hob Reports—Reports have been published annua!! the Proceedings of the Association (formerly ¢! Society of Directors of Physical Education in \ leges) beginning in 1928. Reference to the tw most recent reports is given below: 1. LaPorte, W. R., chairman. “Report of the ( mittee on Curriculum Research.” Proceeding 1932. Houston, Texas: College Physical Educa tion Association (Harry A. Scott, sec.), 1933 p. 156-72. - LaPorte, W. R., chairman. “Report of the Com mittee on Curriculum Research.” Proceeding: 1933. Houston, Texas: College Physical Educa. tion Association (Harry A. Scott, sec.), 1934 p. 60-70. The first three reports (1928, 1929, and 193 presented evaluations, in chart form, of thirty activities—swimming, tennis, marching, gymnas tic games, etc.—in terms of their suitability fo: various grades, in a program of physical educa tion for boys from the first grade through th: first two college years. The 1931 report reviews progress and outlines further plans. The 1932 report presents a detailed plan for graduat studies in cooperating institutions to carry out the fifth item in its original plan of proceduré The 1932 report also presents recommendations on grade placement and time allotments, based on judgments of experts and outlines a graded program for four levels of the school system The 1933 report reviews studies of activities and proposes an outline for the analysis of teaching situations. COMMISSION ON LENGTH OF ELE- MENTARY EDUCATION Chairman—Charles H. Judd, University of Chicago Chicago, IIl. Members—Eugene C. Brooks, Samuel P. Capen E. S. Evenden, Thomas H. Harris, George Melche: Clarence L. Phelps, Peter Sandiford, Payson Smith Henry Suzzallo. Scope and purpose—Appointed in 1925 by the Com mittee on Administrative Units which was a special! subcommittee created by the Commonwealth Fund's Educational Research Committee for the purpose of supervising studies dealing with the various units of the school system. Commission directed to make an investigation of the length and content of elementary education. Sent questionnaires to typical school systems ask ing for detailed information on curriculum offer- ings, on age-grades and retardation, and length of school day and year. Measured results achieved in the education of elementary pupils under a num- ber of different kinds of organization in the state of Maryland, in certain city school systems, and in two Canadian cities. { 174] tim t acti viti standards ng ma and fun hob 1es nual] nerly tr 1 in ( the ty he Con ceeding | Educa ), 1933 he Com ‘eedings Educa- ), 1934 d 193 f thirt zymnas lity tor educ 1 igh the reviews le 1932 raduate rry out cedure dations _ based graded system es and aching ELE- Licago "apen *Icher Smith Com pecial ‘und’s rpose rious ed to nt of ask »ffer- *ngth eved hum- state id in Reports judd, Charles H., chairman. Report of the Com rission on Length of Elementary Education Chicago: University of Chicago Press, 1927. 167 p Reveals evidences of great divergences in prac tices among certain typical school systems. In spite of existing conservatism that opposes re construction of the educational system, facts show that rudimentary studies are characteristic of the first six grades and that secondary education is beginning in the seventh grade. Contends that less than eight years is adequate as preparation for admission to high school. Urges a general reduction of the time devoted to rudimentary subjects and an earlier opening of high-school opportunities to all pupils. COMMISSION ON NATIONAL AID TO VOCATIONAL EDUCATION Chairman—Hoke Smith, U. S. Senate, Washington, i ts Uembers—Simeon D. Fess, Dudley M. Hughes, John A. Lapp, Florence M. Marshall, Agnes Nes- tor, Carroil §. Page, Charles A. Prosser, Charles H. Winslow. Staff included: Ernest A. Wreidt, secretary; John Cummings, research specialist; E. A. Goldenweiser, chief statistician. Scope and purpose—Created by act of Congress ap proved January 20, 1914, authorizing the President to appoint a commission of nine members “to con- sider the subject of national aid for vocational edu- cation and report their findings not later than June 1 next.”” President Wilson named four members of Congress: Senators Smith and Page, and Represent- atives Hughes and Fess. The Commission was or- ganized April 2, 1914. An office and statistical staff of forty-five persons was engaged to assist in the work. Six questions were raised: (a) the need for voca tional education, (b) the need for national grants, (c) the kinds of vocational education which should be stimulated, (d) aid through federal agencies, e) extent to which the national government should aid vocational education, and (f) the conditions under which grants should be given. The question of national grants to the states was studied by questionnaires to schoolmen and to national or- ganizations of labor and representative employers, by public hearings during one week, and the com- pilation of a bibliography of publications discuss- ing the need. The work of existing federal agencies was also carefully analyzed. Reports 1. U. §. Congress. House of Representatives. Re- port of the Commission on National Aid to Vocational Education. 63d Congress, 2d Session House Document No. 1004. Washington, D. C.: Government Printing Office, 1914. Vol. 1, 207 p.; Vol, 2, 292 p. Volume 1 reports the findings of the Commis- sion relative to the six questions listed above. Points out the economic need for vocational training to prevent waste of human labor, to provide a supplement to apprenticeship, to in- crease wage-earning power, to meet the increas- ing demand for trained workmen, and to ad- vance our national prosperity. Indicates also social and educational values in democratizing education, making education purposeful, and stimulating higher standards of living. [175] Recommends grants for teacher training and for the paying of parts of teachers’ salaries in all-day, part-time, and evening schools provisions are embodied in the Smith-] Act of 1917 which established the Federal Board for Vocational Education. £ Volume 2 contains the hearings before the Commission, April 20-24, 1914. COMMITTEE FOR COOPERATIVE STUDY OF SECONDARY-SCHOOL STANDARDS AND ACCREDITING PROCEDURES Proposed in 1932 by the National Association of Officers of Regional Associations; met at call of U. S. Office of Education in August, 1933: includes representatives named by six regional associations —New England, Middle States, Southern, Nort} Central, North West, and Western Chairman—George E. Carrothers, University of Michigan, Ann Arbor, Mich. VM embers—General Committee has twenty-one mem bers, with four additional Membership of Executive Committee: E. J. Ash Carrothers, Jesse B. Davis, J. ‘I advisory members baugh, George E. Giles, E. D. Grizzell, chairman, Richard M. Gum mere, Henry M. Hart, J]. Henry Highsmith, Carl A Jessen, secretary, William M. Roemer, George F. Zook. Jose ph , Proctor, Scope and purpose—Organized in August, 1933 General Committee selected an executive committee to obtain funds and direct program. Support to the extent of $4500 has been assured by three of the six associations. Headquarters to be maintained ir Washington, D. C.; work is to cover a three-year idministrative committee of three period. An Grizzell, Carrothers, and Roemer diate charge of study. The general purpose is to develop new standards —is to have imme for accrediting high schools and preparatory schools using research and experimental technics; these standards to be adapted to regional conditions by the several associations. “The present standards are largely quantitative in nature, measuring as they do certain conditions including physical facilities, which are thought to be conducive to the operation of an effective school It is felt that the new standards should be qualita tive in character and should set up a way of meas uring or identifying the quality of the product, o1 of the process, or of both, in terms of the objectives of the school.’’—Report No. 1, p. 1. Reports 1. Committee for Cooperative Study of Secondary School Standards and Accrediting Procedures Report No. 1. Washington, D. C.: Office of Edu- cation, U. S. Department of the Interior, August, 1933. 7 p. (Mimeographed). Describes the organization and plan of work as outlined above. COMMITTEE ON THE GRADING OF NURSING SCHOOLS 50 West 50th St., New York,-N. Y. Chairman—W illiam Darrach, 180 Fort Washington Ave., New York, N. Y. Members—Membership consists of ten members-at- large (including publie educators) and two repre- . ‘t ’ : { -! 4 COMMITTEE ON THE GRADING OF NURSING SCHOOLS (Cont.) sentatives each of National League of Nursing Edu- cation, American Nurses Association, National Or- ganization for Public Health Nursing, American College of Surgeons, American Hospital Association, and American Public Health Association. Director—May Ayres Burgess. Scope and purpose—Appointed in 1926 to study ways and means for insuring an ample supply of nursing service, of whatever type and quality is needed for adequate care of the patient, at a price within his reach. Adopted a five-year program, covering three tvpes of study: an inquiry into the supply of and demand for graduate nurses; a job analysis of what nurses do and of how they may be taught; and th: actual grading of schools of nursing. Conducted a questionnaire study of supply and demand in nurs- ing service, 1926-28. Detailed records from schools of nursing asked for in 1929 and replies tabulated. Second grading was during 1932. Gradings cov- ered 74 percent and 81 percent respectively of all state accredited schools of nursing in the United States. Reports—After September, 1934, publications may be secured through the National League of Nursing Education, 50 West 50th St., New York, N. Y. 1. Burgess, May Ayres, director. Nurses, Patients, and Pocketbooks. New York: Committee on the Grading of Nursing Schools, 1928. 618 p. . Committee on the Grading of Nursing Schools. Results of the First Grading of Nursing Schools. New York: the Committee, 1931. Part I, “The Student Body,” 60 p.; Part II, “What Students Learn,” $4 p.; Part III, “Who Control the Schools,” 89 p. . Committee on the Grading of Nursing Schools. The Second Grading of Nursing Schools. New York: the Committee, 1934. 132 p. . Committee on the Grading of Nufsing Schools. Final Report. To be published in the summer of 1934. COMMONWEALTH FUND 41 East 57th St., New York, N. Y. President—Edward S. Harkness. General Director—Barry C. Smith. The Commonwealth Fund was established in 1918 by Mrs. Stephen V. Harkness by a gift of $10,000,000 to promote the “welfare of mankind.” Subsequent donations increased the endowment to approxi- mately $43,000,000. The Fund has furthered clinics and demonstrations of child health and mental hy- giene, the establishment of rural hospitals, and the training of social workers. Fellowships are granted British students for work in the United States to advance British-American relations. The Fund at present makes no grants in the field of general edu- cation or educational research. Grants for medical education are made in connection with its public health and rural hospital programs. In 1921 the Commonwealth Fund organized the National Committee on Visiting Teachers to encour- age the employment of such teachers and to develop their technic. After eight years of demonstration work the Fund withdrew from this field in 1930. [he Committee was discontinued in 1931 the books issued by the Fund during this were: Jane F. Culbert’s The Visiting Tea Work (1929); Agnes E. Benedict’s Children Crossroads (1930); and Mary B. Sayles’ Th, lem Child in School (1925). In 1920 the Fund undertook a five-year p in the field of educational research. The | tional Research Committee composed of edu was organized to recommend grants. To sup: a group of studies on administrative units a committee was named which in 1925 authoriz Commission on Length of Elementary Educati initiate its study. Many studies related to th vision of the school and college curriculum. [np the work was discontinued by the Fund. D this seven-year period more than fifty publica: were issued. Among them are: Earle U. Rugg The Social Studies in Teachers Colleges and No; mal Schools. Greeley, Colo.: Colorado State Tea ers College, 1928. 162 p.; W. G. Bagley and G. | Kyte’s The California Curriculum Study. Berk Calif.: University of California Press, 1926. 431 and W. W. Charters and Douglas Waples’ 7 Commonwealth Teacher-Training Study. Chica; University of Chicago Press, 1929. 666 p. The lat ter study was designed to provide a comprehensi description of the duties and traits of teachers order to form the basis for determining teache training curriculums. For the past decade the Fund has devoted a lar, share of its appropriations to the furtherance | mental hygiene, chiefly through the medium of the community child guidance clinic. The Division o: Community Clinics of the National Committee f. Mental Hygiene, while administratively attached | the National Committee, is supported by the Fund It serves as a central bureau, stimulating resear and providing consultation service. A study now i progress is an inquiry into the content and trends state-sponsored activity for child guidance. CONFERENCE ON GUIDANCE AIDS FOR RURAL YOUNG PEOPLE Coordinator of findings—T. B. Manny, U. S. D partment of Agriculture, Washington, D. C. Chairmen of groups within the Conference: Kathe: ine M. Cook, T. B. Manny, Frederick L. Redefe: William H. Stead. Scope and purpose—The Conference was held in Washington, D. C., on March 27 and 29, 1934, ¢ consider the present outlook for ambitious rura young people and how best to counsel them. Con sultants represented governmental agencies and na- tional organizations. Four groups were organized and asked to develop a statement on the feasibility of study and adjustment of the young person in rural areas, occupational opportunity, the govern- ment’s junior placement service, and the possibi! ities of social planning for the rural county. Reports 1. Southern Woman’s Educational Alliance. Per sonnel, Program and Findings of the Conference on Guidance Aids for Rural Young People Richmond, Va.: the Alliance, 1934. 24 p (Mimeographed. ) This report represents a consolidation of the reports originally prepared by four groups within the Conference. Defines the problem in terms ot [176 ] Ven p gan, Mor Men Cou! \ng R. 4 Will Scop two- tion. cati¢ the Edu ing most grot seek the Boa Mer tion and mis! con , specific county. Discusses a master plan for the county and an opportunity school system. Con- cludes that this type of work-relief activity would present a constructive use of relief funds. EDUCATIONAL FINANCE INQUIRY COMMISSION ‘*hairman—George D. Strayer, Columbia Univer sitv, New York, N. Y. Vembers—E. C. Brooks, Samuel P. Capen, Ellwood Pp, Cubberley, Edward C. Elliott, Thomas E. Fine- gan, Robert Murray Haig, Charles R. Mann, Victor Morawetz, Henry C. Morrison, Herbert S. Weet. Members of an advisory committee of the American Council on Education were as follows: James R. Angell, C. E. Chadsey, Wesley C. Mitchell, Edwin R. A. Seligman, Frank Vanderlip, Matthew Woll, Will C. Wood. Scope and purpose—Appointed in 1921 to launch a two-year investigation into the financing of educa- tion. Inquiry initiated by a group interested in edu- cational research which conferred at the meeting of the Department of Superintendence of the National Education Association in February, 1921. Designat ing the problem of financing education as one of the most vital confronting school administrators, this group named a committee to draw up a plan and seek support. Financial contributions were made by the Commonwealth Fund, the General Education Board, the Carnegie Corporation, and the Milbank Memorial Fund. The American Council on Educa- tion was selected as trustee for this cooperative fund, and was charged with the appointment of a Com- mission which was to have full responsibility for the conduct of the Inquiry. Between October, 1921, and October, 1923, the Commission held six meetings of a week each and two informal one-day meetings. At these meetings the Commission outlined policies and reviewed the methods of work and the tentative drafts of the manuscripts submitted by the headquarters staff \ll reports were reviewed by the American Coun- cil’s Advisory Committee. The Commission aimed to assemble thé essential financial facts pertaining to certain typical state school systems, and to relate these facts to the estab- lished programs of the public schools. New York was selected for the first detailed study. The other states selected were California, Illinois, and Iowa. Special staffs were named for these state surveys Another group of studies stressed more general aspects of school finances. Reports 1. Strayer, George D., and Haig, Robert Murray. The Financing of Education in the State of New York. New York: Macmillan Co., 1923. 205 p. 2. Stoops, R. O. Elementary School Costs in the State of New York. New York: Macmillan Co., 1924. 123 p. 3. Hunt, Charles W. The Cost and Support of Secondary Schools in the State of New York. New York: Macmillan Co., 1924. 107 p. 4. Alexander, Carter, compiler. Bibliography on Educational Finance. New York: Macmillan Co., 1924. 257 p. 5. McGaughy, J. R. The Fiscal Administration of City School Systems. New York: Macmillan Co., 1924. 95 p. [177] Newcomer, Mabel. Financial Statistics of Publ lic Eduéation in the United States, 1910 1Y. New York: Macmillan Co., 1924. 188 p. 7. Sears, Jesse B., and Cubberley, Ellwood P. The Cost of Education in California. New York Macmillan Co., 1924. 353 p. 8. Russell, William F., and others. The Financin of Education in lowa. New York: Macmillan Co., 1925. 279 p. 9. Morrison, Henry C. The Financing of Publi Schools in the State of Illinois. New York: Ma millan Co., 1924. 162 p. 10. Reeves, Floyd W. The Political Unit of Pul School Finance in Illinois. New York: Macmil lan Co., 1924. 166 p. 11. Willett, George W. The Public School Debt Illinois. New York: Macmillan Co., 1924. 97 12. Henry, Nelson B. 4 Study of Public 8S. Costs in Illinois Cities. New York: Macmillan Co., 1924. 82 p. 13. Elliott, Edward C. Unit Costs of Higher Edu cation. New York: Macmillan Co., 1925. 212 | FEDERAL ADVISORY COMMITTEE ON EMERGENCY AID IN EDUCATION Called by the U. S. Office of Education in Noven ber, 1933. Chairman—James N. Rule, State Department of Public Instruction, Harrisburg, Pa. Members—Membership of fifty-five, representing national organizations and other civic agencies Program of action developed by a subcommittee on legislative plan, which includes these twelve mem bers: A. T. Allen, Louis Brownlow, William G Carr, secretary, L. D. Coffman, Arnold B. Hall Sidney B. Hall, Charles H. Judd, C. R. Mann, Paul R. Mort, John K. Norton, James N. Rule, chairman George F. Zook. Scope and purpose—Organized in November, 1933 to recommend to the U. S. Office of Education and to Congress a concrete and workable program for fe eral aid to education in the current emergency. Pré gram drafted by subcommittee on legislative plan in January, 1934. At the second meeting of the Committee, January 6, 1934, Commissioner Zook made the following statement regarding the future work of the Com mittee: “At some time or other in the early future, those of us interested in the development of educa tion in this country must do everything we possibly can to provide a program for what we generally speak of as ‘the new era.’ So I have the hope that, when this Committee ceases its operations in advis ing the government what should be done for educa tion, it might find a way of also advising the federal government at large what changes should be made in the administration, organization, etc., of educa tion in order that it might meet the obligations of the future.’’ (On motion this invitation of the Com missioner was accepted.) — Minutes of Second Meeting, p. 1. Reports--Drafted and presented through all possibl« channels in January, 1934, a six-point program for emergency federal aid for schools, which included the following: (a) appropriation of $50,000,000 to keep schools open in 1933-34; (b) appropriation of $100,000,000 to help maintain schools in 1934-35; FEDERAL ApvisoryY COMMITTEE ON EMER- GENCY Alp IN EDUCATION (Cont.) (c) appropriation to stabilize educational support in all states in 1934-35; (d) federal loans against delinquent taxes and frozen assets; (e) allocation for schools of 10 percent of new public works funds; and (f) appropriation of $30,000,000 to aid students to attend college. FEDERAL COUNCIL OF THE CHURCHES OF CHRIST IN AMERICA, DEPARTMENT OF RESEARCH AND EDUCATION 105 East 22d St., New York, N. Y. Committee on the Relation of Church and State Chairman—William Adams Brown, Union The- ological Seminary, New York, N. Y. Members—Membership of thirty-five. Scope and purpose—Appointed in January, 1931. Work has three phases—historical, descriptive, and normative: a. The historical development of ideas and policies is first examined. b. A comprehensive account is given of present the- ories and practices. c. A formulation is made of principles for the con- sideration of the constituency of the Federal Council. Reports—Nothing published as yet. It is expected that the report will be in shape for publication dur- ing the next few months. FEDERATED COUNCIL ON ART EDU- CATION Leon L. Winslow, Secretary, 3 East 25th St., Baltimore, Md. Committee on Art Education in the High Schools of the United States Chairman—Walter H. Klar, Public Schools, Spring- field, Mass. Members—James C. Boudreau, Helen M. Howell, C. Valentine Kirby, Betsy Jane Welling. Scope and purpose—Appointed in May, 1933, to re- view as completely as possible the teaching of art in high schools. Is making extensive use of question- naires. The scope of the survey will cover such fields of investigation as: comments by prominent lay men and women and educators as to the values of art education; reports by high-school students as to the ways in which art education is of value to them; a pupil-school survey of the uses and needs of art education in the home; reports by high-school graduates now attending art schools as to the value of high-school art education; objectives, scope, and content of courses of study; classification of students, tvpes of lessons, methods of instruction, and pupil guidance; professional education of the high-school art teacher; and relationship of social trends and art courses in the high schools. Reports—It is planned to publish a report during 1935. GENERAL EDUCATION BOARD 49 West 49th St., New York, N.Y. President—Trevor Arnett. Vice-President—David H. Stevens. Secretary—William W. Brierley. The Board was established by John D. R feller in 1902. Its charter states that its o “shall be the promotion of education within the United States of America, without distinction 0; race, sex, or creed.” The present program of the Board is restricted, in the main, to giving assist ance to research and experimentation for the im provement of general education, to research child growth and development, to education in the southern states, and to the training of personne! for research and teaching in the natural sciences social sciences, humanities, and medicine. In 1933 and 1974 a number of emergency appropriations have been made to assist educational undertakings sponsored by the federal government as part of its emergency relief program. MATHEMATICAL ASSOCIATION OF AMERICA W. D. Cairns, Secretary, Oberlin College, Ober lin, Ohio. Commission on the Place of Mathematics in Secondary Schools and Junior Colleges Chairman—Kenneth P. Williams, Indiana Un versity, Bloomington, Ind. Members—A. A. Bennett, H. E. Buchanan, F. | Griffin, C. A. Hutchinson, H. F. MacNeish, U. G Mitchell. Scope and purpose—Appointed in June, 1933, t carry out the assignment indicated by its title. Commission To Study the Training and Utili- zation of Advanced Students in Mathematics Chairman—E. J. Moulton, Northwestern Universit Evanston, III. Members—William Betz, W. L. Hart, J. O. Hassler, E. R. Hedrick, E. V. Huntington, M. H. Ingra- ham, R. G. D. Richardson, H. E. Slaught, E. B Stouffer. Scope and purpose—Appointed in June, 1933, t carry out the assignment indicated by its title. National Committee on Mathematical Re- quirements Chairman—J. W. Young, Dartmouth College, Han over, N. H. Members—Vevia Blair, A. R. Crathorne, W. | Downey, J. A. Foberg, C. N. Moore, E. H. Moore A. C. Olney, Raleigh Schorling, David Eugen: Smith, H. W. Tyler, P. H. Underwood, Eula A Weeks. Scope and purpose—Organized in 1916 as a commit tee of six for the purpose of giving national expres sion to the movement for reform in the teaching of mathematics, which had gained considerable head- way in various parts of the country, but which lacked the power that coordination and united effor: alone could give. Additional members appointed [178] hin the tion of of the aSsist- the im- irch jn in the rsonne! ciences n 1933 ‘lations takings t of its later. Aided by grants from the General Education Board, 1919-21. Provisional reports were submitted cooperating organizations for criticism. Final report made in 1923 and the Committee discharged Reports—Preliminary reports were published fo: the Committee by the U. S. Bureau of Education as Secondary School Circulars, Nos. 5, 6, and 8, and in the Mathematics Teacher, March-May, 1921. The final report was published as a volume of over 600 pages in 1923. When this edition was exhausted in 1926, Part I was issued as one of the Riverside Mathematical Monographs: 1. National Committee on Mathematical Require ments. The Reorganization of Mathematics in Secondary Education. Part I. Boston: Houghton Mifflin Co., 1927. 181 p. Discusses aims of mathematical instruction Outlines courses for grades seven through twelve and recommends definitions of college entrance requirements in elementary algebra and plane geometry. Deals also with fundamental propo- sitions in plane and solid geometry and the role of the function concept in secondary-school mathe- matics. Significant extracts from Part II of the original report are included in an appendix. Ad- ditional comments by the chairman are supplied in the form of footnotes. MUSIC EDUCATORS NATIONAL CON- FERENCE 64 East Jackson Blvd., Chicago, Ill. Commission on Costs and Economic-Social Values of Music Education Chairman—C. M. Tremaine, 45 West 45th St., New York, N. Y. Members—Ada Bicking, Clarence C. Birchard, C. V. Buttelman, ex-officio, Franklin G. Dunham, Peter W. Dykema, vice-chairman, research division, Joseph E. Maddy, Osbourne McConathy, W. Otto Miessner, Russell V. Morgan, vice-chairman, pub- licity division, Glenn H. Woods, A. D. Zanzig. Scope and purpose—Appointed in February, 1933. Organized into Research and Public Relations Di- visions, each with its own vice-chairman. The Re- search Division is under the auspices of the Music Education Research Council. Its work is to prépare a complete study of the costs and values—both social and economic—of music education. It has concen- trated on the status of school music in the years of the depression. A more comprehensive study may follow. The Public Relations Division conducts publicity and promotional work in connection with the present need for a more general understanding of the place of music in its relation to education and life. Report—A report of the findings from 1761 ques- tionnaires received from school administrators on the present status of music in the schools was sub- mitted by the Research Division to the Chicago meeting of the Conference, April 8-13, 1934. This report is now being prepared for publication. Committee on Music and Leisure Time Chairman—Osbourne McConathy, 24 Place, Glen Ridge, N. J. Members—Membership of thirty-five representing all departments and activities of the Conference. Snowden Scope and purpose—Appointed in November, 1933 to conside® all phases of the subject of music and leisure time to the end that the Conference and its members shall contribute most fully and ettectivel to the growing movement for a thoughtful develop ment of leisure time opportunities Report—A preliminary report was submitted at the Chicago meeting of the Music Supervisors Nationa Conference, April 8-13, 1934. NATIONAL ADVISORY COMMITTEE ON EDUCATION Chairman—C. R. Mann, American Council on Edu cation, Washington, D. C. Uembers—Committee made up of fifty-two mem bers, engaged or interested in education. Scope and purpose—The task assigned the Commit tee was defined by President Hoover in his message to Congress on December 3, 1929, when he an nounced the appointment of a group to investigate and present recommendations as to the policies which should be pursued by the federal govern- ment with respect to education. The need for an adequate fund to finance meetings and a field and office staff was met by a grant of $100,000 from the Rosenwald Fund. Reports 1. National Advisory Committee on Education. Fed eral Relations to Education; a Memorandum of} Progress. Washington, D. C.: the Committee, 1930. 53 p. A tentative statement issued for the purpose of securing critical and constructive discussion of the fundamental issues before the Committee. National Advisory Committee on Education Federal Relations to Education. Part I, Commit- tee Findings and Recommendations; Part II, Basic Facts. Washington, D. C.: the Committee, 1931. Part I, 140 p.; Part II, 448 p. The formal report was presented in two parts Part I describes the policies and procedures ar rived at by the Committtee and gives its recom mendations with regard to the governmental machinery necessary to realize in practice the policies advocated. Part II is a staff report con- taining basic facts. The following recommendations were made: Federal relations to education in the states: Continue special aid now in force; amend laws; restrict legislation; study finances; aid education generally; restrict audits; limit emergency aid; create adequate federal head- quarters; increase appropriations. Education in special federal areas: Assume federal burden; seek basis of fact; make ade- quate program; have disparate controls; organize interdepartmental council; establish expert local supervision; cooperate with state systems. Education of the Indians and other indigenous peoples: Establish planning division; have permanent conference; gradually delegate management; eventually transfer responsibil- ity for Alaskan natives to Territory; provide best personnel. [179] NATIONAL ApvisoRY COMMITTEE ON Epu- CATION (Cont.) d. Education in the territories and outlying pos sessions: Rely upon education; formulate com- prehensive policy; employ educational ad- visers; provide conference; provide for research. . The training of government personnel: Im- prove governmental services; have trained advisers; survey personnel programs. . Research and information service: Develop the services; expand in education; coordinate ac- tivities; confer adequate status. . International intellectual relations: Encourage international cooperation; select appropriate commissions; study foreign education; coordi- nate visa machinery. . General policies: (1) Political control of the purposes and processes of public education shall remain with the state, territorial, or other regional er local governments. Any federal financial support for educa- tion in the states shall be given only for education in general and not for spe- cial phases of education. The federal government shall be ade- quately empowered to render intellec- tual assistance to education everywhere throughout the American domain, whether conducted as a public or a _ voluntary enterprise. Administrative procedures: (1) Autonomy: Maintain and develop local autonomy. (2) Distribution of functions: Departmental- ize and coordinate central management. (3) Limitation of program: Emphasize com- prehensive research and collection of cru- cial information. The Committee concluded that “adequate gov- ernmental machinery within the federal estab lishment is necessary to insure coordinated and progressive realization in practice of the recom- mended policies and procedures.”—Part I, p. 88. They therefore recommended that a Department of Education with a Secretary of Education be established in the federal government in accord- ance with certain specifications. NATIONAL ADVISORY COMMITTEE ON ILLITERACY Chairman—Ray Lyman Wilbur, Stanford Univer- sity, Stanford University, Calif. (formerly Secre- tary of the Interior) ; Chairman of Executive Com- mittee—Mrs. Cora Wilson Stewart, National IIlit- eracy Crusade, Washington, D. C. Members—Membership of thirty-two. Scope and purpose—Appointed in 1929 as an agency provided by the Federal Government to aid the states in the solution of the illiteracy problem. Con- tributions totaling $52,000 were obtained from pri- vate citizens, organizations, and foundations. Finished its work January 1, 1933, due to exhaus- tion of funds. Work to be carried forward by Na- tional Illiteracy Crusade. First efforts centered around creation of a state advisory committee on illiteracy in each of the states to direct a drive on illiteracy prior to the 193 sus. These in turn appointed county advisory mittees. Forty-four state. branches were thu ganized. Sub-Committee on Techniques appointed chairmanship of C. R. Mann to prepare a ma for the guidance of teachers. Study made pos by generosity of Rosenwald Fund. Other studies sponsored by Committee dealt state financial expenditures for education of a illiterates, regulations in regard to illiterate dri, and auto accidents, expectation of life of var groups of illiterates, survey of attitude of adult dians, native white illiteracy in mountains of ginia, and relation of illiteracy to crime. Reports 1. National Advisory Committee on Illiteracy. Ma, ual for Teachers of Classes of Illiterate Adult; Tentative Suggestions. Bulletin No. 1. Washin; ton, D. C.: the Committee, 1930. 44 p. This manual contains tentative suggestions based on current practices for the use of teach ers of English-speaking illiterate adults. Based largely on manual prepared by State Depar ment of Education of Louisiana. . Gray, William 8. Manual for Teachers of Adult Illiterates. Bulletin No. 2. Washington, D. ( National Advisory Committee on Illiteracy, 193 239 p. Study of technics of teaching adult illiterates made under direction of Sub-Committee on Tech niques. Manual consists of three parts, dealing with organization, native-born illiterates, and foreign-born illiterates. Lessons outlined divided into three groups or periods corresponding ' natural stages in the learning process. . “National Advisory Committee on Illiteracy School and Society 37: 244; February 25, 1933 Contains excerpts from report of Executiy Committee under date of December 22, 1932 Committee convinced that it has helped make th: nation “illiteracy conscious.” NATIONAL ADVISORY COUNCIL ON RADIO IN EDUCATION 60 East 42d St., New York, N. Y. President—Robert A. Millikan, California Institut: of Technology, Pasadena, Calif. Secretary and Director—Levering Tyson. Members—Membership represents education, go\ ernment, industry, and the general public. Grew out of interest of American Association for Adul: Education in the utilization of radio as an instru mentality in education. Scope and purpose—Organized in 1930 to further th: art of radio broadcasting in education. Funds fo: maintenance provided by John D. Rockefeller, Jr. and the Carnegie Corporation. Local councils au thorized. Office aims to be a clearing-house of in formation about educational broadcasting. Com mittees representing subjects which admit of pre sentation by radio have been organized in suc! fields as law, economics, civic education, labor, and vocational guidance, and others are projected. Othe: committees appointed on research, engineering development, library, museum cooperation, etc. [180 ] we Man dults shing stions each Based part tute ‘OV rew lult ru the for Jr. 2 in m re ich nd ie! ng R-ports—Issues bulletins on such topics as research »blems in radio education, broadcasting abroad, ind the problem of the institutionally owned and rated station. Bulletin on broadcasting to schools now in preparation. The official publisher of the Council is the University of Chicago Press. Signifi cant publications include the volume of proceedings of the Council’s annual assembly entitled Radio and Education and a bibliography on educational broad casting compiled by Robert Lingel (1932). NATIONAL ASSOCIATION FOR RE- SEARCH IN SCIENCE TEACHING §. R. Powers, Secretary, Columbia University New York, N. Y. Committee on Grade Placement of Material from the Natural Sciences for Courses in Elementary Science for the First Six Grades Chairman—W. G. Whitman, State Normal School, Salem, Mass. Members—Florence G. Billig, Harry A. Carpenter, John Hollinger, Ellis C. Persing. Scope and purpose—Appointed in 1933 to study the possibilities of grade placement of material from the natural sciences in the elementary school. Committee To Investigate the Possibilities of Measurement of Scientific Attitudes as Produced by Instruction in the Natural Sciences Chairman—Francis D. Curtis, University of Michi gan, Ann Arbor, Mich. Members—Ralph C. Bedell, Otis W. Caldwell, Pal mer Johnson, V. H. Noll, George Wood. Scope and purpose—-Appointed in 1933 to study the possibilities of measuring scientific attitudes as pro duced by instruction in the natural sciences. NATIONAL ASSOCIATION OF COMMER- CIAL TEACHER TRAINING INSTITUTIONS Luvicy M. Hill, Secretary, University of Ne- braska, Lincoln, Nebr. Committee on Obligation and Position of Business Education in Our Economic Order Chairman—F. G. Nichols, Harvard University, Cambridge, Mass. Members—P. A. Carlson, J. H. Dodd, A. H. Soren- son. Scope and purpose—Appointed in 1930, to prepare a statement on the place and objectives of business education in our social and economic order. In the process of formulating this statement, the Commit- tee was impressed with the need for information on many points and appended to its report a list of topics for investigation. Reports 1. Nichols, F. G., chairman. “The Obligations and Positions of Business Education in Our Economic Order.” Sixth Annual Conference, 1933. Bulletin No. 3. Lincoln, Nebr.: National Association of Commercial Teacher Training Institutions (Luvicy M. Hill, sec.), 1933. p. 3-17. {181 ] Report submitted to the Association February 25, 1932, in Washington, D. C. “Statement of Research Program Prepared by Prof. F. G. Nichols, Harvard University, and Based on His Committee’s Report on Obligations and Position of Business Education in Our Eco nomic Order.” Fifth Annual Conference, 193- Lincoln, Nebr.: National Association of Comme: cial Teacher Training Institutions (Luvicy M Hill, sec.), 1932. p. 3-6. Appendix to February, 1932 report of Commit tee; report printed a year later The report discusses the obligations of busi ness education to society as a whole, to business and to the people to be trained. As obligations to society it mentions: a. Social ideals. b. Civic intelligence and cooperation c. Needs of business community served d. Economic understanding. e. Consumer knowledge. f. Wise use of leisure. The outline of suggested researches presents a large number of questions under three major problems: a. The achievement of the social-civic aims of commercial education. b. The achievement of the vocational aims—im mediate and remote—of commercial education c. The development in pupils of consumer know!l- edge and appreciation of non-vocational values in life—“personal utility” outcomes of commercial education. NATIONAL ASSOCIATION OF PUBLIC SCHOOL BUSINESS OFFICIALS John S. Mount, Secretary, State Department of Education, Trenton, N. J. Committee on Insurance Research Chairman—H. C. Roberts, Public Schools, Sioux City, Iowa. Members—J. E. Baumgartner, J. G. Ludlam Scope and purpose—Appointed in 1930-31, to study fire and other insurance for public school property, and to prepare a “handbook on insurance,” which could be used as a text or reference book for the guidance of school officials. Reports 1. Roberts, H. C., chairman. Insurance Practices and Experience of City School Districts. Bulletin No. 2. Trenton, N. J.: National Association of Public School Business Officials (John S. Mount, sec.), 1932. 230 p. Reports on insurance practices in 401 cit the United States and Canada; describes self insurance plans in certain states and cities Recommends no specific plan; points out advan- tages and disadvantages of certain plans now in effect. Reports that the reporting school districts expended, over a ten-year period, an average of $3.46 for fire insurance protection for each $1.00 returned in settlement for losses. Urges the need for complete and accurate records of insurance es in management. NATIONAL ASSOCIATION OF PUBLIC SCHOOL Business OFrictAts (Cont.) Committee on Pupil-Cost Accounting Re- search Chairman—F rederick D. Chambers, Board of Edu- cation, New York, N. Y. Members—N. H. Bilbrough, D. E. Crosley, Ira G. Flocken, C. F. Lenz, Paul H. Scholz. Scope and purpose—Appointed to suggest correct accounting practices that would be helpful to those who wish to develop unit and per pupil costs. Held numerous meetings and conferences during a two- year period. Reports 1. Chambers, Frederick D., chairman. Public School Pupil-Cost Accounting. Bulletin No. 3. Trenton, N. J.: National Association of Public School Business Officials (John S. Mount, sec.), 1933. 85 p. Outlines methods of computing unit costs, not only on the attendance basis, but also on other bases where a different factor is more closely related to the character of the expense payments. States that per pupil cost comparisons between school districts have only a limited value. Committee on Supply Research Chairman—R. W. Hibbert, Public Schools, St. Louis, Mo. Members—W. D. Cocking, Samuel Gaiser, Mullan. Scope and purpose—Appointed in 1931. Committee held six meetings in preparation of first report. Considerable amount of research work was done for the Committee by graduate students at George Pea- body College for ‘Teachers and Ohio State Univer- sity. Plans reported in 1933 for preparation of addi- tional studies on (a) tests of quality for equipment and supplies, and (b) distribution and apportion- ment of supplies. Reports 1. Hibbert, R. W., chairman. Selection, Purchase, Storage and Distribution of Supplies. Bulletin No. 1. Trenton, N. J.: National Association of Public School Business Officials (John S. Mount, sec.), 1932. 58 p. Based on a questionnaire issued in 1930. In- cludes findings and interpretation of data on: (a) selection of supplies and equipment; (b) determining quantities to be purchased and amounts of money to be expended; (c) role of purchasing agent and methods of purchasing; (d) types of shipment and delivery; and (e) management, storage, and distribution of supplies and equipment. Presents thirty-six guiding prin ciples in the selection, purchase, and manage- ment of supplies and equipment. . Hibbert, R. W., chairman. The School Inventory. Bulletin No. 4. Trenton, N. J.: National Asso- ciation of Public School Business Officials (John S. Mount, sec.), 1933. 40 p. Summarizes the current practices prevailing in cities over 50,000 in respect to the taking of in- ventories of educational equipment. Data based on replies to a questionnaire. +. & NATIONAL ASSOCIATION OF SECRE. TARIES OF STATE TEACHERS ASSOCIATIONS Arvie Eldred, Secretary, 240 State St., Albany N. Y Committee on Plans for Cooperation between State Education Associations and the Na- tional Education Association Members—J. W. Crabtree, Arvie Eldred, ( Heatwole, J. Herbert Kelley. Scope and purpose—Committee named to represent both the state and national associations in planning closer cooperation between the two groups. Reports 1. “A Dynamic Program for the Profession.” Jour- nal of the National Education Association 23 106; April, 1934. Committee believes that the activities of both state and national associations should coordinate effort. Recommends a definition of policies; recog- nition of authority of the state and local com munity in determining practices and policies; renewed efforts to adjust teacher load, restore teachers’ salaries, and establish tenure regula tion; a study of economic and social conditions; bringing school life more into keeping with oc- cupational life; cooperation between public schools and colleges; a system of adult educa- tion; and that the National Education Associa tion be regarded as a national service agency fo: information and research. NATIONAL ASSOCIATION OF TEACH- ERS OF SPEECH G. E. Densmore, Secretary, University of Michi- gan, Ann Arbor, Mich. Committee on Speech Education in Elemen- tary Schools Chairman—Irene Poole, University of Michigan, Ann Arbor, Mich. Members—Grace Bridges, Ellen C. Henderson, Lilla B. MacKenzie, Emma Grant Meader, Helen Os band, Vera Alice Paul, Bessie Rasmus, Carrie Ras- mussen, Letitia Raubicheck, Arthur Secord, J. Dale Welsch. Scope and purpose—Appointed in January, 1932 (a) to determine what speech training is now given in elementary schools, and (b) to set up what would seem to be an ideal course of study for speech train ing in elementary schools. Works with the Nationa! Council of Teachers of English in their curriculum revision program. Committee on Speech Training in Secondary Schools Chairman—Gladys Borchers, University of Wiscon- sin, Madison, Wis. Members—Sara M. Barber, J. Richard Bietry, Gus Campbell, Ralph Dennis, Wilhelmina G. Hedde, Rose Johnson, Clara Krefting, Merle McGinnis, Stella A. Price, J. Walter Reeves, Frieda Rogat- sky. Scope and purpose—Appointed (a) to determine what speech training is now given in secondary schools, and (b) to set up what would seem to be [ 182 ] both nate cog- om ‘ies ; tore ula- ms ~ oc- blic 1ca- cia- an ideal course of study for speech training secondary schools. Works with the National Coun cil of Teachers of English in their curriculum r« vision program. Reports—A mimeographed report is available from the chairman. NATIONAL CHILD LABOR COMMITTEE 419 Fourth Ave., New York, N. Y. Committee on Education in Relation to Voca- tion Members—Courtenay Dinwiddie, F. Ernest John- son, Eduard C. Lindeman. Scope and purpose—Organized during winter of 1932-33 to consider the possibilities of study and ex perimentation in the field of education in relation to vocation. NATIONAL COMMITTEE ON EDUCA- TION BY RADIO 1201 16th St., Washington, D. C. Includes representatives from nine national o1 ganizations: American Council on Education, Na tional Education Association, National Council of State Superintendents, National University Exten- sion Association, National Catholic Educational As sociation, Jesuit Educational Association, Associa tion of Land-Grant Colleges and Universities, Na- tional Association of State Universities, and the As- sociation of College and University Broadcastins Stations. Chairman—Joy Elmer Morgan, National Educa- tion Association, Washington, D. C. Members—Arthur G. Crane, J. O. Keller, Charles N. Lischka, John H. MacCracken, vice-chairman, Charles A. Robinson, James N. Rule, H. J. Umber ger, Josef F. Wright. Secretary and Research Director—Tracy F. Tyler. Scope and purpose—Appointed December 30, 1930, the outgrowth of a conference of school radio sta- tions and educational associations held in October, 1930. A five-year program was approved and is being financed by the Payne Fund. According to its by-laws “the purpose of the Committee shall be to secure to the people of the United States the use of radio for educational purposes by protecting the rights of educational broadcasting, by promoting and coordinating experiments in the use of radio in school and adult education, by maintaining a serv ice bureau to assist educational stations in secur- ing licenses and in other technical procedures, by exchange of information through publications, and by serving as a clearing-house for the encourage- ment of research in education by radio.” Reports—Summaries of factual surveys are pub- lished from time to time in Education by Radio. Instances are the Committee’s study of radio broad casting in Europe (Vol. 2, No. 7, February 18, 1932 and of educational radio broadcasting stations (Vol. 4, No. 1, January 18, 1934). Mimeographed reports on radio activities of state educational agencies have been issued. A recent study is listed below: 1. Joint Radio Survey Committee (Tracy F. Tyler, director). Broadcasting in the Land-Grant Col- leges and State Universities. Washington, D. C.: National Committee on Education by Radio, 1933 150 p A summary of 25 p. available f Committee Appraises radio broadcasting in the seventy eight land-grant colleges and separate state uni versities under nine heads: (a) extent to which radio is used; (b) nature of programs being broadcast; (c) types and costs of equipment used: d annual broadcasting expense; é types of organization for administering broad casting; (f) personnel required; (g) opinions of administrative othcers; (h) extent of radio re search; and (i) tentative requirements for a reasonably satisfactory institutional radio pro gram. Concludes that every institution insofar as it receives financial support from public funds has an obligation to extend its service to its en tire constituency. NATIONAL COMMITTEE ON STAND. ARD REPORTS FOR INSTITUTIONS OF HIGHER EDUCATION Organized in 1930 at the suggestion of the U. S. Office of Education, and financed by the General Education Board. Its membership consists of three associate and two honorary members, in addition to sixteen representatives from the following associa tions: Association of University and College Busi ness Officers of the Eastern States; Southern Edu cational Buyers and Business Officers Association; Association of University and College Business Off cers (Middle West and Western); Association of American Colleges; Council of Church Boards of Education; Business Officers of Pacific Coast Uni versities and Colleges; and American Association of Collegiate Registrars. Chairman—Lloyd Morey, University of Illinois, Urbana, Ill Members—Officers are: F. L. Jackson, vice-chair man, G. H. Mew, secretary, G. C. Wintringer, treasurer. Executive committee consists of the ofh- cers and D. J. Cowling. Scope and purpose—To formulate principles to be followed in the preparation of financial and statis tical reports of universities and colleges. Reports—The final consolidated publication of the Committee is now being prepared and will be ready for distribution in the summer of 1934. Reports of progress and descriptions of the Committee’s work appear in professional educational and accounting magazines, and in the proceedings of the cooperat ing associations. The following bulletins have been issued to date: 1. A Study of Financial Reports of Universities and Colleges in the United States. 1930. 48 p. Suggested Forms for Financial Reports of Col leges and Universities. 1931. 88 p. 1 Study of Methods Used in Unit Cost Studies in Higher Education. 1932. 34 p. Recommended Classification of Expenditures by Object. 1932. 9 p. . Suggested Forms for Internal Financial Reports of Colleges and Universities. 1932. 47 p. . Suggested Forms fot Enrolment Reports of Col- leges and Universities. 1932. 29 p. . Suggested Forms for Financial Reports of Auxil- iary Activities and Organized Activities Relat- ing to Instructional Departments. 1933. 63 p. [ 183 ] NATIONAL COMMITTEE ON TEACH- ING MOTION PICTURE APPRECIATION Chairman—George F. Zook, U. S. Commissioner of Education, Washington, D. C Director—W. W. Charters, Ohio State University, Columbus, Ohio. Field Director—Edgar Dale, Ohio State University, Columbus, Ohio. Members—A. T. Allen, E. W. Butterfield, Vierling Kersey, Agnes Samuelson, B. O. Skinner. Repre- sentatives from the following organizations: Jewish Welfare Board; National Catholic Welfare Confer- ence; National Council of Teachers ef English; Y. M. C. A.; Y. W. C. A.; International Council of Religious Education; National Congress of Par- ents and Teachers; Visual Instruction Department of the National Education Association. Scope and purpose—Appointed to set up teaching programs in schools and voluntary groups to teach youth to evaluate motion picture as drama and as a social agency. Reports—Report will appear about October 1, 1934. NATIONAL CONFERENCE ON COL- LEGE HYGIENE Sponsored jointly by the Presidents’ Committee of 50 on College Hygiene, the National Health Coun- cil, and the American Student Health Association. The National Tuberculosis Association agreed to provide the major expense and become the execu- tive office for the Conference. Chairman—Thomas A. Storey, Stanford University, Stanford University, Calif. Members—Over 180 members. A Conference Coun- cil was made up of section chairmen, members of organizing committee, and officers: Maurice A. Bigelow, R. W. Bradshaw, Walter H. Brown, H. S. Diehl, Kendall Emerson, Warren E. Forsythe, O. W. H. Mitchell, Joseph E. Raycroft, D. F. Smiley, William F. Snow, Louise Strachan, secre- tary, John Sundwall. Scope and purpose—Conference held at Syracuse University, May 5-9, 1931. Need recognized for agreement upon desirable minimum standards for colleges and universities concerning health service, health teaching, and those college interests and ac- tivities concerned with the health of students. Letters were sent to 450 college presidents and to related organizations, asking them to name dele- gates. Four Conference sections were formed with numerous subcommittees: (a) Health Service; (b) Health Teaching; (c) Organization and Correla- tion of the Factors in a College Hygiene Program; (d) Special Problems. Reports 1. National Conference on College Hygiene. Pro- ceedings. New York: National Tuberculosis As- sociation, 1931. 88 p. Contains reports of four sections of Conference and general conclusions on problem of how a college hygiene program can best be organized and operated. Declares that every college is ob- ligated to make arrangements for the protection, [ 184] maintenance, and promotion of the health of students; should set up a, health service progr: and should include in its hygiene progran course or courses in informational hygiene. NATIONAL COUNCIL OF TEACHERS OF ENGLISH 211 West 68th St., Chicago, Ill. Committee on Photoplay Appreciation Chairman—William Lewin, Public Schools, Newar} N. J. Members—Steering Committee: Mary A. Abbot Walter Barnes, Mabel A. Bessey, Angela M. Broe: ing, Stella S. Center, W. W. Charters, Claudia | Crumpton, Edgar Dale, Cecile White Flemming Max J. Herzberg, Ethel E. Holmes, George W. No: vell, Trentwell Mason White. Twelve regional d rectors are also participating in study. Scope and purpose—Appointed in 1931 to study th: possibilities for teaching photoplay appreciation Subsidized in part by the Payne Fund. Set up con trolled experiments in 17 states and the District | Columbia, on the quality of criticisms made | pupils who had and who had not discussed and criticized plays as a part of their English work. Reports—A report on the controlled experiment is in preparation, to be published by D. Appleton-Cen- tury Co. The Committee is also preparing study guides for selected pictures. Committee on Radio Chairman—Max J. Herzberg, Public Schools, Newark, N. J. Scope and purpose—Appointed in 1933. This Com- mittee feels that the connection of radio with the National Council may take three forms: considera- tion of the uses of the radio in classrooms, broad- casting by Council members, and training in appre ciation of programs given outside of school hours While the first two forms will not be neglected, em phasis will be placed for the present on the work- ing out of standards and tests of appreciation. Among the specific questions to which answers are being sought are the following (English Journal, October, 1933, p. 687): a. What form should a research project in this field take? b. What material is now available for the use of English teachers? c. What kinds of broadcasts does the general pub- lic welcome in the field covered by the Nationa! Council ? Curriculum Commission Chairman—W. Wilbur Hatfield, Chicago Norma! College, Chicago, III. Members—Membership includes some two hundred individuals. Nineteen subcommittees deal with speci- fic subjects and instructional problems on the el mentary, high-school, and university levels. A steering committee of twenty-five directs the inves tigation. Scope and purpose—Appointed in 1930, “to build a course of study in English from the kindergarten - = a 22 oe oo undertook t which Commission rough the university.” English, ld a “pattern curriculum” in ould: Cover in a unified fashion all phases of the sub- ject commonly called English, integrating these from the kindergarten through the graduate school of the university to avoid the duplication and omissions which piecemeal construction of the curriculum has permitted. Be composed of life-experiences rather than of facts, materials in books, or even skills and habits. Provide for individual differences, both of taste and levels of ability. Has received financial aid from the General Edu cation Board for the subcommittee working on the college and university curriculum. Reports—A report of progress by the chairman ap peared in the March, 1933 issue of the English Jour nal. Manuscript of the report of the Committee on Correlation (Ruth Mary Weeks, chairman) is in the hands of the Publications Committee of the Na tional Council. On September 1, 1934, D. Appleton- Century Company will publish the report of the Committee on College English (Hardin Craig, chairman; O. J. Campbell, director of research) The report of the Commission will be ready for the printer in September, 1934. NATIONAL COUNCIL ON EDUCATION FOR JOURNALISM Sponsored by the American Association of Schools and Departments of Journalism and the American Association of Teachers of Journalism. Chairman—Willard Grosvenor Bleyer, University of Wisconsin, Madison, Wis. Members—Buford O. Brown, Frank L. Martin, Lawrence W. Murphy, M. G. Osborn. Scope and purpose—Organized in December, 1923. Members are appointed for a five-year term, on member retiring each year. Purpose is to establish and maintain standards of academic education in preparation for journalism. Aids colleges and uni versities to develop instruction in accordance with the principles and standards of education for jour- nalism formulated by the Council in 1924 and adopted by the two sponsoring associations. Reports—The Council submits annual reports to the two sponsoring organizations which are printed in the March issue of the Journalism Quarterly. NATIONAL COUNCIL ON RELIGION IN HIGHER EDUCATION 437 West 59th St., New York, N.Y. Committee on Ethics and Social Philosophy (Group IV) Chairman—Julian L. Woodward, Cornell Univer- sity, Ithaca, N. Y. Members—Membership of thirty-four. Scope and purpose—Appointed in September, 1933, to study adjustments in college social science teach- ing to the demands of the changing social order. Committee on the Process of Education (Group III) New Chairman—W Uphaus, Yale University Haven, Conn Members Scope and purpose—Appointed in September, 1933, to facilitate experiments in effecting desirable so Membership of twenty-four cial and religious change in colleges and univer sities. NATIONAL EDUCATION ASSOCIATION 1201 Sixteenth St., Washington, D. C Commission on the Reorganization of Secon dary Education Chairman of the Commission and of the Reviewing Committee—Clarence D. Kingsley, State Depart ment of Education, Boston, Mass. Members—Members-at-large of the Reviewing Committee: Thomas H. Briggs, P. P. Claxton, Alex ander Inglis, Henry Neumann, William Orr, Wil liam B. Owen, Edward O. Sisson (succeeded by J. J. Didcoct), Joseph S. Stewart, Milo H. Stuart H. L. Terry. Chairmen of various committees: Administration of Secondary Education Charles Hughes Johnston ceeded by Jesse B. Davis) Agriculture—A. V. Storm Art Education—Henry ‘Turner ceeded by Royal B. Farnum) Articulation of High School Clarence D. Kingsley Business Education—Cheesman A Classical Languages—W. E. Foster English—J ames F. Hosic Household Arts—Henrietta Calvin Industrial Arts—Wilson H. Henderson Mathematics—William H. Kilpatrick Modern Languages—Edward Manley Music—Will Earhart Physical Education—James H. Sciences—Otis W. Caldwell Social Studies—Thomas J. Jones Vocational Guidance—Frank M. Leavitt (deceased : suc Bailey suc and College Herrick McCurdy Scope and purpose—In 1910 the Department of Se ondary Education adopted resolutions requesting the colleges to discontinue the entrance requirements of a second foreign language and to recognize as electives all subjects well taught in the high school A committee of nine on the articulation of high school and college was appointed and reported under that name in 1911, 1912, and 1913. Committee recom mended in 1911 that the completion of practically any broad, well-planned high-school curriculum should be accepted as preparation for college. In 1912 it recommended that subcommittees be named to study the reorganization of high-school subjects Accordingly the president of the National Educa tion Association was requested to appoint members to twelve subcommittees. In 1913 the following recommendations of the Committee were adopted: a. That the Board of Directors of the Association create a Commission on the Reorganization of Secondary Education. b. That the Commission consist of the existing Com- mittee on the Articulation of High Schools and [ 185 ] NATIONAL EDUCATION ASSOCIATION ( Cont.) Colleges; the committees appointed on _ high- school subjects; and a Reviewing Committee composed of the chairmen of the preceding com- mittees and ten members-at-large. >, That the chairman of the Reviewing Committee shall be chairman of the Commission. . That the president of the National Education As- sociation appoint members to all committees and that the Association appropriate funds. . That the Reviewing Committee consider recom- mendations of the several committees and re- port any divergent opinions. In addition to its task of criticizing reports and di- recting the work of sixteen committees, the Review- ing Committee thought it desirable to outline those fundamental principles that would be most helpful in directing secondary education. Resulting cardinal principles were reported in 1918. Reports—Early reports of the Committee on the Articulation of High Schools and Colleges are con- tained in the Proceedings of the National Educa- tion Association as follows: 1911, p. 559-66; 1912, p. 667-73; and 1913, p. 489-91. An analysis of the entrance requirements of about 250 colleges was published as a bulletin of the U. S. Bureau of Edu- cation (1913, No. 7). Preliminary statements by committee chairmen were likewise published as a bulletin of the Bureau (1913, No. 41). Progress reports of the Commission were printed in the Proceedings for 1914, p. 483-88; and for 1921, p. 163-67. The following reports of the Commis- sion have been issued as bulletins of the U. S. Bu- reau of Education, and are listed in order of their appearance: . The Teaching of Community Civics. U. S. Dept. of the Interior, Bureau of Education Bulletin, 1915, No. 23. Washington, D. C.: Government Printing Office, 1915. 55 p. . The Social Studies in Secondary Education. U.S. Dept. of the Interior, Bureau of Education Bul- letin, 1916, No. 28. Washington, D. C.: Govern- ment Printing Office, 1916. 63 p. . Reorganization of English in Secondary Schools. U. S. Dept. of the Interior, Bureau of Education Bulletin, 1917, No. 2. Washington, D. C.: Gov- ernment Printing Office, 1917. 181 p. . Music in Secondary Schools. U. S. Dept. of the Interior, Bureau of Education Bulletin, 1917, No. 49. Washington, D. C.: Government Printing Office, 1918. 37 p. . Physical Education in Secondary Schools. U. S. Dept. of the Interior, Bureau of Education Bul- letin, 1917, No. 50. Washington, D. C.: Govern- ment Printing Office, 1918. 24 p. . Moral Values in Secondary Education. U. S. Dept. of the Interior, Bureau of Education Bul- letin, 1917, No. 51. Washington, D. C.: Govern- ment Printing Office, 1918. 37 p. . Vocational Guidance in Secondary Education. U. S. Dept. of the Interior, Bureau of Education Bulletin, 1918, No. 19. Washington, D. C.: Gov- ernment Printing Office, 1918. 28 p. . Cardinal Principles of Secondary Education. U. S. Dept. of the Interior, Bureau of Education Bulletin, 1918, No. 35. Washington, D. C.: Government Printing Office, 1918. 32 p. . Business Education in Secondary Schools. U Dept. of the Interior, Bureau of Education Bu tin, 1919, No. 55. Washington, D. C.: Gove ment Printing Office, 1919. 68 p. . The Problem of Mathematics in Secondary Ed cation. U. S. Dept. of the Interior, Bureau of Education Bulletin, 1920, No. 1. Washington D. C.: Government Printing Office, 1920. 24 ; . Reorganization of Science in Secondary Schoo U. S. Dept. of the Interior, Bureau of Education Bulletin, 1920, No. 26. Washington, D. C.: Goy- ernment Printing Office, 1920. 62 p. . Agriculture in Secondary Schools. U. S. Dept of the Interior, Bureau of Education Bulleti: 1920, No. 35. Washington, D. C.: Government Printing Office, 1921. 32 p. . Part-Time Education of Various Types. U. § Dept. of the Interior, Bureau of Education Bul letin, 1921, No. 5. Washington, D. C.: Govern- ment Printing Office, 1921. 22 p. . Reorganization of Home Economics in Second ary Schools. U. 8. Dept. of the Interior, Bureau of Education Bulletin, 1922, No. 5. Washington, D. C.: Government Printing Office, 1922. 38 p . High School Buildings and Grounds. U. S. Dept of the Interior, Bureau of Education Bulletin, 1922, No. 23. Washington, D. C.: Government Printing Office, 1922. 49 p. Committee of One Hundred on Classroom Teachers’ Problems Chairman—Anna Riddle, Public Schools, St. Joseph, Mo. Members—Membership of one hundred. Scope and purpose—Appointed in 1923 under the chairmanship of Mary C. C. Bradford for the pur- pose of studying professional problems which apply specifically to classroom teachers. In 1924 outlined a plan for the study of teacher rating. Reports—Reports of the Committee are contained in the Proceedings of the National Education Asso- ciation as follows: 1924, p. 265-69; and 1926, p. 180- 82. A report on teacher rating was made in 1925: 1. Riddle, Anna, chairman. “Report of the Commit- tee of One Hundred on Classroom Teachers’ Problems—Teacher Rating.’ Proceedings, 1925. Vol. 63. Washington, D. C.: National Education Association, 1925. p. 200-15. Describes the present status of teacher rating on the basis of studies already completed. Con- tends that a rating plan must have as its main purpose the improvement of teaching; that the methods used should be objective and understood by all those rated; that teachers be informed of results; that there should be one rating author- ity; and that a rating system should be arrived at as a result of mutual agreement by adminis- trative, supervisory, and classroom staff. Committee of One Hundred on Retirement Allowances Chairman—Anna Laura Force, Public Schools, Den- ver, Colo. Members—Membership of one hundred. Executive Committee composed of chairman and two other members: Uel W. Lamkin, E. Ruth Pyrtle. [186] gton 4 | 00 ition xOV- ept etin nent . 9 Bul- -rn- nd eau ton, 3 p ept tin, ent Scope and purpose—Appointed to further the estab- lishment and maintenance of effective retirement systems for teachers in the various states. With the cooperation of the National Council of Teachers’ Retirement Systems the Committee has continued its investigation into two problems: (1) the meniber- ship and operation of teacher retirement systems and (2) the status of teachers retired under present systems. The Research Division of the National Education Association assists in drafting reports. A study is now being made of the effects of the financial depression on the operation of retirement systems. Reports 1. National Education Association, Research Divi sion. “Current Issues in Teacher Retirement.” Research Bulletin 8: 223-77; November, 1930 (Reprint of 1930 Report of the Committee on Re tirement Allowances.) Presents fifteen fundamental principles of a teacher retirement system: (1) membership re- quired of new teachers; (2) guaranties to both teacher and public; (3) costs shared by teachers and public; (4) amount of deposits and pay- ments stated; (5) deposits of teacher and pay- ments by state concurrent with service; (6) in- dividual accounts kept; (7) retirement system on a reserve basis; (8) periodic actuarial inves- tigation; (9) disability provided for; (10) teach- ers’ accumulated deposits returnable in case of withdrawal from service or death prior to re- tirement; (11) choice of options offered upon retirement; (12) credit allowed for past serv- ice; (13) rights under previous retirement sys- tems safeguarded; (14) reciprocal relations be- tween states; and (15) retirement board in con trol. Contains an analysis of sixteen crucial is- sues stated in question form and discussed under the heads of theory and practice. Force, Anna Laura, chairman. Report of the Committee on Retirement Allowances. Washing ton, D. C.: National Education Association, 1931. 22 p. Summarized in Proceedings, 1931, p. 243-44. Describes state and local teacher retirement systems now in effect, summarizes legislation, and lists recent publications on teacher retire ment. Force, Anna Laura, chairman. Report of the Committee on Retirement Allowances. Washing- ton, D. C.: National Education Association, 1932. 80 p. (Mimeographed.) Summarized in Pro- ceedings, 1932, p. 207. Describes teacher retirement systems in opera- tion, according to membership, annuitants, and financial transactions. Based on data covering approximately 20,000 retired teachers and cur- rent financial and membership data from forty- five state, territorial, and local retirement sys- tems. Detailed responses from secretaries of sys- tems to inquiry blanks are contained in twenty- four tables. Force, Anna Laura, chairman. Report of the Committee of One Hundred on Retirement Allow- ances. Washington, D. C.: National Education Association, 1933. 18 p. (Mimeographed.) Sum- marized in Proceedings, 1933, p. 198-202. This report brings up-to-date the Committee’s 1931 statement concerning current legislation and the number and location of the systems in effect. Committee of One Hundred on Tenure Prob- lems Chairman—Lida Lee Tall, State Normal School, Towson, Md Members—Membership of one hundred. Executive Committee composed of chairman and two othe: members: Cornelia S. Adair, E. S. Evenden. Scope and purpose—Endeavors to develop objective and scientific studies of tenure as it now operates in various parts of the country. Formulates prin- ciples which should control the framing and opera- tion of tenure laws. Reports 1. Rowland, Albert Lindsay, chairman. “Report of the Committee of One Hundred on Tenure Prob lems.” Proceedings, 1930. Vol. 68. Washington, D. C.: National Education Association, 1930. p. 195-97. Lists twelve principles of tenure legislation Cites current studies. Rowland, Albert Lindsay, chairman, “Report of the Committee of One Hundred on Tenure Prob lems.” Proceedings, 1931. Vol. 69. Washington, D. C.: National Education Association, 1931. p. 264-70. Presents abstract of R. W. Holmstedt’s study of the operation of the New Jersey tenure law. Tall, Lida Lee, chairman. Report of the Commit tee of One Hundred on Tenure Problems. Wash- ington, D. C.: National Education Association, 1932. 18 p. (Mimeographed. ) A study of state laws governing the duration of teachers’ contracts. Based on information ob- tained from school codes, reports, studies, and letters from state and city school officials Committee on Character Education Chairman—Milton Bennion, University of Utah Salt Lake City, Utah. Members—Membership of thirty-three in 1925 Scope and purpose—Appointment as a permanent committee recommended in 1921. Endeavored to in- dicate the nature of problem of moral instruction and to call attention to some of the means and meth ods now in operation. Aimed principally to collect and compile the information available to its mem- bers and to restate what in its judgment represented the soundest current theories of character education Organized into subcommittees. Reports—Progress reports of the Committee are contained in the Proceedings of the National Edu cation Association as follows: 1922, p. 457-59; 1923, p. 250-55, 490-94; 1924, p. 278-84, 357-61; and 1925, p. 182-83. Final report was published as a bulletin of the U. S. Bureau of Education. 1. National Education Association, Committee on Character Education. Character Education. U. S. Dept. of the Interior, Bureau of Education, Bulletin, 1926, No. 7. Washington, D. C.: Gov- ernment Printing Office, 1926. 89 p. Chapters are reports of subcommittees on the processes of character education, classroom pro- cedure, curriculum materials, the school commu- nity, character tests and measurements, profes- [187] NATIONAL EDUCATION ASSOCIATION ( Cont.) sional preparation for teachers, and delinquency. Concludes that direct moral instruction is but one phase of moral education in the schools. Other methods are the example and personal in- fluence of teachers and other school officers, and indirect instruction through school studies and the extra-curriculum. Committee on Ethics of the Profession Chairman—Sarah T. Muir, Public Schools, Lincoln, Nebr. Members—Membership of 150 during 1928-29. Sub- committee authorized to direct the work of Com- mittee and to be responsible for preparing its re- port. Scope and purpose—Appointed in 1924 to formulate for the National Education Association a code of ethics for teachers. An analysis was made in 1926 by Ward G. Reeder of the codes of ethics of the state education associations which had at that time adopted codes. A questionnaire was then issued to determine how the existing codes were functioning. In January, 1928, a questionnaire investigation was launched to discover what teachers believed to be ethical by submitting to them a list of thirty-nine ethical principles. Replies were received from 1606 persons, and used in drafting a code of ethics. Reports—Reports of progress are contained in the following volumes of the Proceedings: 1925, p. 241- 43; 1926, p. 230-33; 1927, p. 197-200; 1928, p. 179- 90. Ward G. Reeder’s report was printed separately in 1926. The final report of the Committee appeared in 1929: 1. Muir, Sarah T., chairman. The Ethics of the Teaching Profession. Washington, D. C.: Na- tional Education Association, 1929. 25 p. (Ab- stract in Proceedings, 1929, p. 179-90.) Presents a code of ethics for the profession of teaching. Sections are grouped under three heads: relations with pupils and to the community; rela- tions to the profession; and relations to mem- bers of the profession. Report also includes a his- tory of the Committee with a summary of its activities. Committee on Propaganda in the Schools Public Schools, Chairman—Edwin C. Broome, Philadelphia, Pa. Members—Cornelia S. Adair, A. T. Allen, Frank W. Ballou, J. Stevens Kadesch, C. E. Partch, Eva G. Pinkston, L. A. Pittenger, Paul C. Stetson, David A. Ward. Scope and purpose—Appointed in 1928 to discover the types of outside material, issued by commercial concerns, national organizations, and agencies ad- vancing particular interests or theories, which is in- tended for or might be used in the schools. The Committee sought to discover the principles which have been adopted and the machinery set up in progressive school systems in constructively dealing with this problem. An inquiry blank was sent to all members of the Department of Superintendence to collect information on the extent and nature of out- side forces and efforts to meet the situation. This questionnaire was supplemented by special corre- spondence. The Committee avoided dogmatic pronow ments and merely attempted to define the scop: the problem, point out its’ significance, and broa outline principles that school systems might helpful in sorting out influences that can be |! fully incorporated into the school program. Reports 1. Broome, Edwin C., chairman. Report of the ( mittee on Propaganda in the Schools. Washi: ton, D. C.: National Education Association, 1929 47 p. (Abstract in Proceedings, 1929, p. 204-17 Lists seven considerations as testifying to th: significance of the propaganda movement to p lic education: a. The main purpose of propaganda is to tea: what to think, while the guiding purpose of education is to teach how to think. . Children lack the knowledge, the background of experience, and the power of critical judg ment which may be assumed in the adult . The decentralized organization of our schools places responsibility on the local school officia! or teacher. . Our schools are founded on the principle of control by all the people, rather than by a particular group or class. . The propaganda movement threatens to thwart efforts to bring the school into harmony with the needs of practical life. . The present course of study is already over- crowded with desirable educational materia . There is an imperative need for an adult citizenry capable of protecting itself from the many appeals of all forms of propaganda. that the to outside influences is primarily a local questio: Suggests the following general principles: Recognizes relation of the schoo! a. The welfare of children is the primary func tion of a public school and is the only legiti mate basis for the acceptance or rejection of material offered for school use. . The protection of children from partisan text book material is a problem of first importance . Material which presents only one side of debatable public questions is less preferable than material which gives a “pro and con” discussion and both the foregoing types of material are less desirable than unbiased presentations. . The school should guard against casting the minds of children in certain inflexible molds modeled along the lines of current practice . Contests, originating from outside the school, are ordinarily of doubtful educational value . The privilege of outsiders to address schoo! assemblies and classes should be definitely controlled by educational authorities. . The difficulty of this problem will be lessened when all schools are supplied with adequate funds so that no school will be compelled to rely on gifts and donations from the outside. Committee further recommends that the schools should give greater attention to the development of methods whereby children may be trained in habits of critical judgment. [ 188 ] und udg- It. 100]s Vart vith yer- rial dult rom ida. oo] Committee on Resolutions, 1932 Chairman—Joseph H. Saunders, Public Schools, Newport News, Va. Vembers—Membership of fifty-one. Scope and purpose—Appointed at the 1931 meeting f the Association in recognition of the fact that the resolutions approved each year tended to repeat the educational philosophy of the organization and thereby obscure the significance of current issues Committee decided that a permanent platform was desirable. Each year changes could be made and a few pertinent new resolutions offered. A study of the resolutions of the Association fo: the past seventy-five years was made by the Re search Division. The resolutions adopted at the 1931 meeting were sent for comment to 300 people prominent in the field of education and their replies tabulated. Material was interchanged by mail be- tween the chairman and Committee members, and report revised at two series of meetings. Reports 1. Saunders, Joseph H., chairman. “Report of the Committee on Resolutions.” Proceedings, 1932. Vol. 70. Washington, D. C.: National Education Association, 1932. p. 212-20. Report presented for adoption at 1932 meeting of the Association in two parts: first, a platform, which it is hoped, will be a somewhat perma- nent pronouncement of the Association; and sec- ond, a set of resolutions on current matters. Plat- form contains statements of general educational policy as follows: Part I. The Child. The National Education As- sociation believes that American fathers and mothers desire to lift their children to higher opportunities than they have themselves en- joyed. This zeal for the happiness of the next generation, kindled in our country by its first pioneers, has been passed on undimmed from one generation to the next. As a people we are convinced that human progress marches only when children excel their parents. Part II. The Teacher. The National Education Association believes that progress in education depends largely upon the preparation and char- acter of the individual teacher. No nation can afford to entrust its children to incompetent teachers. Part III. Local School Systems. The National Education Association believes that the con- tinuous maintenance of efficient local school systems is of fundamental importance. Condi- tions in every school must be such that children and teachers may work together with the maxi- mum of effectiveness. Part IV. The State and Education. The National Education Association believes that the con- trol and the organization of education are state functions. Upon the state falls the major responsibilities of organizing a system of schools, preparing the teachers, providing ade- quate financial support, and maintaining the necessary educational standards. The quality of future citizenship depends largely upon the effectiveness of the state in discharging those functions. Part V. National Relations in Education. The National Education Association believes that there. are functions in the education of chil dren which only the national government cat discharge. General recognition should be given to the federal government's obligations to unite to guide, to stimulate, and to support educa tion in the interest of a high type of national citizenship Part VI. International Relations in Education The National Educational Association believes that improvement in communication, inter- national business relations, and social inter- course have established many common inter- national interests. In view of these actualities education should prepare children and adults for cooperative living in a community of na tions. Under each of the above headings pronounce ments are cited regarding specific phases of edu cational activity. Committee on Schoolhouse Planning Chairman—F rank Irving Cooper, Boston, Mass Members—Leonard P. Ayres, Charles E. Chadsey S. A. Challman, Jesse B. Davis, Roland Haynes Clarence D. Kingsley, Dwight H. Perkins, S. | Smith, C. B. J. Snyder, George D. Strayer, Lewis M. Terman; assisted by ten associate members and by associate committees of the National Associatio: of Public School Business Officials, the American Society of Heating and Ventilating Engineers, and the National Fire Protection Association. Scope and purpose—Appointed in 1916 as the Com mittee on Standardization of Schoolhouse Planning and Construction of the Association’s Department of School Administration (discontinued in 1924 Purpose was to investigate the problems involved in planning and constructing a school building Secured help from architects, school boards and officers, special investigators, and cooperating or- ganizations. Financial aid obtained from the Gen eral Education Board. Committee surveyed school-building regulations in force in the various states and the plans of recently erected school buildings. A special study was made by Frank N. Freeman of the health of the pupil and its relation to proper illumination Reports—Summaries of findings appeared in the Proceedings of the National Education Association from 1917 to 1922. The first and final reports are as follows: 1. Cooper, Frank Irving, chairman. “Report of the Committee on Standardization of Schoolhouse Planning and Construction.” Proceedings, 1917 Vol. 55. Washington, D. C.: National Education Association, 1917. p. 346-50. A statement of the Committee’s plan of work and the studies already completed. Cooper, Frank Irving, chairman. Report of Com mittee on Schoolhouse Planning. Washington D. C.: National Education Association, 1925 164 p. Outlines the necessary steps that should be taken in planning and constructing a_ school building. Other topics include determination of the schedule of rooms, choice of the general plan, capacity of instruction rooms, capacity of librarv and study halls, detecting waste in the [ 189 ] NATIONAL EDUCATION AssOcIATION ( Cont.) plan, state regulations, illumination, safety to life, specifications, estimating the cost of a build- ing, and planning gymnasiums and their acces- sories for junior and senior high schools. Committee on Social-Economic Goals of America Chairman—F. J. Kelly, U. S. Office of Education, Washington, D. C. Members—John Dewey, Willard E. Givens, Leon C. Marshall, Robert C. Moore, Edward A. Ross. Scope and purpose—Appointment recommended in resolution passed at 1931 meeting of the Associa- tion, that a committee “propose to the Association desirable social-economic goals of America, and that the committee indicate the materials and meth- ods which the schools of the nation should use to attain these goals.” Committee named in fall of 1932. Held three meetings before issuing tentative report in July, 1933. Revised report issued in De- cember, 1933. Second part of assigned task still to be undertaken. Reports—Progress reports were published in the Proceedings of the Association, 1932, p. 208-10; and 1933, p. 210-13. Two separately published re- ports are as follows: 1. Tentative Report of the Committee on Social- Economic Goals of America. Washington, D. C.: National Education Association, July 6, 1933. 22 p. The Social-Economic Goals of America. Wash- ington, D. C.: National Education Association, 1933. 22 p. “Social and economic policies and practices must be judged by what they do to enrich the lives of individuals. Therefore the desirable social-economic goals of America are stated in terms of the things we covet in the highest de- gree for the largest possible number of Ameri- cans.” Ten desirable goals are stated, as follows: a. Hereditary strength. b. Physical security. c. ‘Participation in an evolving culture. d. An active, flexible personality. e. Suitable occupation. f. Economic security. g. Mental security. h. Equality of opportunity. i. Freedom. j. Fair play. The Committee states that education must take the lead in spreading among the people an under- standing of national social-economic goals, and in creating an active public opinion for their support. The schools can contribute adequately to this movement only when education is univer- sal (1) in its extent and application, (2) in its materials and methods, and (3) in its aims and spirit. The Committee urges that an authoritative source of information on the salient facts of the moving social-economic scene be established. In- dividual teachers lack the time, the special train- ing, and the authoritative backing to prepare their own materials for social-economic instruc- tion. Committee on the Economic Status of Teacher Chairman—B. R. Buckingham, Boston, Mass. Members—Frank W. Ballou, W. W. Coxe, J. R. McGaughy. Scope and purpose—Created in 1927. As the chairman the problem was “to throw light u; the financial standing of the teachers; to apprai: on a basis of ascertained fact, the satisfaction whic} teaching affords in freedom from financial wo and in economic independence.” In 1929 requested the Research Division of National Education Association to aid in studying the problems of teacher supply and demand. Ques tionnaires were sent to all state departments education and visits made to thirty-seven. Statisti: reports and previous investigations were analyzed In the fall of 1932 Committee asked teachers in the fifty-one cities for which the Bureau of Labo: Statistics furnishes cost-of-living data, to make twelve monthly budget statements which would serve as a basis for the establishment of a cost-of living index for teachers on an authentic distribu tion of income. Returns were received from thirty seven cities. Report to be made in 1935. Florence Barna seen Reports—Progress reports have appeared in th Proceedings of the Association: 1930, p. 179-80 1932, p. 197-99; 1933, p. 192-94. A report on th cost-of-living study is scheduled for publication i: 1935. One study has been completed: 1. Buckingham, B. R., chairman. Teacher Suppl; and Demand in the Public Elementary and Se: ondary Schools of the United States. Report of the Committee on the Economic Status of th: Teacher. Washington, D. C.: National Educatio: Association, July, 1931. 99 p. Abstracted in Pro ceedings, 1931, p. 259-63. (Reprinted as Resear: Bulletin for November, 1931.) Report developed certain important facts: (a that the economic welfare of teachers depends much upon the law of supply and demand; (b that a balance between teacher demand and supply makes for fair wages and reasonable em ployment; (c) that attractive working conditions will bring highly competent teachers in contact with children; (d) that the attempts to study problems in teacher demand and supply have been sporadic; (e) that there is a need for con tinuous fact-gathering and research; (f) that administrative adjustments and experimentations should follow surveys of conditions, and (g) that the primary responsibility for leadership in the above problems rests on such state agencies as state departments of education, state boards ot education, and the state superintendents of publi: instruction. Points out that future procedures should aim to: (a) establish a research organization; (b revise present records and devise new inquiry forms; (c) survey the existing teacher personne! (d) provide for continuous surveys of teache: personnel; (e) require all teacher-training in stitutions to report statistics; (f) discover all! special sources of teacher supply; (g) develop the means for attracting to teaching a fair share of the superior students; (h) revise certification requirements and procedures; (i) insure coopera tion of state agencies; (j) provide widespread [190] Ct up Praise whi t wor mt th dying Ques its of istical lyzed ‘rs in Labo: make vould St-of Tibu lirty 1 the 9-80: 1 the iP pty Sec t of the ition Pro- arch and em ions tact udy ave on hat ons hat the as ot ylic publicity of facts; (k) formulate a statewide program of teacher training; and (1) cooperate n systematic and continuous national surveys of teacher demand and supply. National Commission on the Enrichment of Adult Life President—James A. Moyer, State Department of Education, Boston, Mass. Secretary—James E. Rogers, National Recreation \ssociation, New York, N. Y. Vembers—Membership of fifty-one. Includes edu eators and others interested in adult life enrichment. Scope and purpose—Organized in 1930 by the Na tional Education Association to promote plans for a wiser use of leisure hours. The work of the Com mission, with the help of cooperative agencies, is to arrange for investigations; to determine the best plans for recreation and for work during extra hours for the enrichment of life; to outline problems of investigation for state commissions; to call on colleges to conduct lines of reasearch; to call on the best thinkers in the nation for suggestions; to send out to state commissions conclusions and recommen dations; to secure funds from individuals and or- ganizations for the work of the Commission; and to aid the states in finding funds for conducting their investigations. Commission is therefore a co- ordinating agency which delegates responsibility for the development of local programs to state commis- sions. Subcommittees organized to deal with such problems as adult education in other than trade subjects, avocations, rural adult education, continu ation education, and the financing of adult educa- tion. Reports 1. Moyer, James A. “Report of National Commis- sion on the Enrichment of Adult Life.” Proceed- ings, 1931. Vol. 69. Washington, D. C.: National Education Association, 1931. p. 256-59. Discusses the objectives of the Commission and the need for organized adult educational agen- cies. Points out the amount of money spent for the commercialized correspondence type of in struction, Moyer, James A. “Report of the National Com- mission on the Enrichment of Adult Life.’ Pro- ceedings, 1933. Vol. 71. Washington, D. C.: Na- tional Education Association, 1933. p. 213-19. Comments on findings of various committees. Committee on the financing of adult education reports that in those schools for adults where a fee is charged which is approximately equal to the cost of instruction, educational and recrea- tional standards have been maintained during this period of enforced economy much more adequately than where adult education has been provided on a free basis. Studies of activities in rural communities show lack of satisfying recreation and prevalence of mental ill health. Report stresses the increasing adoptions of cor- respondence instruction as a method of adult learning, the need for planning for future leisure, and the effects of the mechanization of industry upon employees. Mallery, Otto T., chairman. “An Avocational Education.” School and Society 38: 250-54; August 19, 1933. This report of the committee on for adults of the National Commission is for adult education along avocational line as a morale builder in depression and permanent growth. National Conference on the Financing of Education Sponsored by the Joint Commission on the Emet gency in Education of the National Education Asso ciation and the Department of Superintendence Chairman—John K. Norton, Columbia University New York, N. ¥ Members—Twenty-seven state and city school ex ecutives and college professors, representative of the entire country, attended the conference. Scope and ‘purpose—Met for two weeks, July 31 to August 11, 1933, to prepare a brief and authorita tive statement of the essentials of a modern finance program for public education in the United States Financed by a grant from the Carnegie Corporation Reports 1. National Education Association and Department of Superintendence, Joint Commission on the Emergency in Education. Report of National Conference on the Financing of Education. Wash ington, D. C.: the Association, 1933. 78 p States basic principles, summarized in a “school finance charter” which includes the following essential features: a. Educational opportunity—universal educa tion; lifelong learning; effective teaching b. Adequate revenues—equitable taxation; public information. Constructive economy—school board inde pendence; economical administration. Local management—adequate local units; community initiative. State responsibility—equalization of educa tional opportunity; professional leadership; fiscal planning. National interest—open schools; federal sup port. NATIONAL EDUCATION ASSOCIATION, DEPARTMENT OF ADULT EDUCATION Caroline Whipple, Secretary, State Department of Education, Albany, N. Y. Committee on Educational Changes in Re- quirements for Naturalization Chairman—Mary L. Guyton, State Department of Education, Boston, Mass. Members—Robert C. Deming, Catherine Finnegan, Mabel Keegan, Josephine Mason, John Moran, Thomas Power, Anna Warren. Active committee assisted by advisory committee of twenty-eight members. Scope and Purpose—Appointed to prepare a course of study that should be accepted by the U. S. De- partment of Labor as a guide for naturalization examiners in testing candidates for citizenship Following the submission of a confidential report in November, 1933, a conference was called by the Commissioner of Immigration and Naturalization, April 26-28, 1934, the findings of which have not yet been made public. [191] NATIONAL EpucaTION AsSOCIATION, De- PARTMENT OF ADULT EDUCATION (Cont.) Committee on Materials for New Communi- ties Starting Programs of Adult Education To Overcome Illiteracy Chairman—Elizabeth C. Morriss, Columbia Univer- sity, New York, N. Y. Member—Mary L. Guyton. Scope and purpose—A booklist was drawn up and presented to L. R. Alderman, U. S. Office of Educa- tion, as a helpful guide to new communities which are starting programs of adult education to over- come illiteracy. Reports—A booklist entitled “Books for Adults (For- eign-born and Native-born Illiterates)” was sub- mitted October 30, 1933. Committee on Reconsideration and Improve- ment of Methods of Teaching Adult Illit- erates, Based on Social Studies Chairman—William §S. Gray, University of Chi- cago, Chicago, IIl. Members—Marguerite Burnett, Mary L. Guyton, Katherine M. Kohler, Josephine Mason. Scope and purpose—Committee recently appointed to reconsider and improve methods of teaching, based on social problems, to be taught through oral and visual education in instructing adult illiterates. NATIONAL EDUCATION ASSOCIATION, DEPARTMENT OF CLASSROOM TEACHERS Sixth Yearbook Committee (1931) E. Harden, Public Schools, Chairman—F rances Chicago, IIl. Members—Mary E. Keegan, Faye Read. Scope and purpose—Yearbook planned as a source book for the use of teachers and teachers’ organiza- tions in studying the problems of their own eco- nomic welfare. Three major purposes: (a) to pre- sent a series of fundamental principles underlying the economic security of all groups of workers, in- cluding teachers; (b) to describe methods whereby some of these principles may be applied by the teaching profession, both individually and in organ- ized groups; and (c) to present information con- cerning the activities actually being carried on by teachers’ organizations for the economic welfare of their members. Information assembled by question- naire and tabulated and interpreted by the Research Division of the Association. Reports 1. National Education Association, Department of Classroom Teachers. The Economic Welfare of Teachers. Sixth Yearbook. Washington, D. C.: the Department, June, 1931. 244 p. Seven broad principles of economic independ- ence are discussed: (a) adequate salaries and salary schedules; (b) continuous employment dur- ing efficiency; (c) wise budgetary procedure; (d) systematic savings and sound investment; (e) protection against loss of capacity to render efh- cient vocational service; (f) protection against loss of property; and (g) access to credit ties at reasonable cost. Other chapters deal with the applicati certain of these principles to members teaching profession, with special emphas what organizations of teachers can do and doing in the field. Urges that teachers’ orga zations should kave a definite program in w all these factors are taken into account. Seventh Yearbook Committee (1932) Chairman—F rederick L. Whitney, Colorado Stay, Teachers College, Greeley, Colo. Members—Kenneth L. Heaton, Mae T. Kilculle; Maude McBroom, Willa M. Marsh, Marie I. Ras; Faye Read. Scope and purpose—Appointed in 1930 to prepare a yearbook which would help teachers in meetin, intelligently and effectively the responsibility developing good citizens. Content reflects the judg ment of entire committee. Intended to supplemen the Tenth Yearbook of the Department of Superin tendence. Reports 1. National Education Association, Department o{ Classroom Teachers. The Classroom Teache) and Character Education. Seventh Yearbook Washington, D. C.: the Department, June, 1932 272 p. Emphasizes what teachers can do and are do ing to develop personality in their pupils. Deals also with the influences of school organizatio: and out-of-school agencies and activities. Co: siders the findings of research in the field o character and personality insofar as they are o! practical value in the school. Viewpoint is that the impact of the total environment upon th: individual produces his character. The teacher's task is to bring about constructive changes in th: child’s environment and to direct his natural! in terests and abilities into wholesome channels Makes no pretense of setting up a specific pro gram of character education. Eighth Yearbook Committee (1934) Chairman—Daisy Lord, Public Schools, Waterbury Conn. Members—Mary Barnette, Viola S. Kelley, Fred erick Houk Law, Emily Tarbell. Scope and purpose—Appointed in 1932 to prepare a handbook of interpretation for teachers, empha sizing the functions and needs of the schools in a changing economic and social order and the respon sibility of the teacher in developing right publi: attitudes toward the schools. Reports 1. National Education Association, Department o! Classroom Teachers. Teacher and Public. Eight! Yearbook. Washington, D. C.: the Department February, 1934. 240 p. Educational publicity offers two fundamental! problems: (a) what to tell the public about the schools, and (b) how to tell the public abou the schools. Part I presents a body of informa tion on the economic value of education, educa tion and the changing social order, financing th: [192] leulls n Rase\ repare leeting ity of judg lement perin ury itl nt schools, and the modern teacher. Part II is de voted to methods of school publicity and deals with the press and radio, the student as inte preter, teachers’ professional organizations, lay organizations, and a review of related investi gatiorfs. Committee on Academic Freedom Chairman—Karl Guenther, Ann Arbor, Mich. Vembers—Officers of various state departments of lassroom teachers asked to name a representative to serve on the Committee. Members already ap pointed are: Marie Bruckner, M. E. Hurst, Rena Rockwell, George Ross, Martha A. Shull, Edna Wood. Scope and purpose—Appointed in 1932. Seeks a greater freedom for teachers than at present exists, with a view to enhancing the usefulness of the teaching profession. Membership is representative of classroom teachers. Authorized in 1933 to con tinue its work and to investigate cases which seem to involve academic freedom, in consultation with the officers of the Department. Reports 1. Guenther, Karl, chairman. “Summary of the First Preliminary Report of the Committee on Academic Freedom.” Proceedings, 1933. Vol. 71. Washington, D. C.: National Education Associa tion, 1933. p. 345-47. Concludes that academic freedom has two chief aspects: the freedom of the student to learn, and the freedom of the teacher. As regards the first, Committee recommends the establishment by local or regional teachers’ associations of “study-your own-problems” classes. Two elements comprise the problem of the freedom of teachers. The first involves the right of the teacher to expound truth and knowledge as at present known. A second element is the right of extra-mural utterance and action. An important special aspect of the general problem is involved in connection with the activities of teachers in teachers’ associations. Committee urges the Department to help build up both within and without the teaching profession, a public opinion favorable to academic freedom; to develop judicial bodies within the profession; and to insure help to teachers unjustly dismissed in cases involving academic freedom. NATIONAL EDUCATION ASSOCIATION, DEPARTMENT OF DEANS OF WOMEN (NATIONAL ASSOCIATION OF DEANS OF WOMEN) Research Committee Chairman—Ruth Strang, Columbia University, New York, N. Y. Members—Members of 1934 Committee: Ruth A. Eckhart, R. Louise Fitch. Scope and purpose—Committee for 1930-31 under- took a study of the special knowledge and technics which deans use and need most in their varied duties. In 1932 the Committee reported on the sub- ject of faculty contacts with students. More recently it has studied personnel work in colleges and pre- pared a summary of recent investigations relating to the dean’s work. Committee now engaged in a study of three types of girls: superior, average, and problem. [ 193 ] Reports—Annual reports are contained in the year books of the Department. Occasional studies are printed separately. The following are significant 1. National Association of Deans of Women, R« search Committee Frances Blanshard, chair: man). A Study of the Knowledge and Techniques Needed in the Work of Deans of Women. Wash ington, D. C.: the Association, 1931. 15 p. Committee asked a group of thirty-five deans from colleges and high schools to keep a record of their professional activities for a week. Th findings show a need for diversity of knowledg: and skill in the technic of the interview, making speeches, conducting discussions, and office man agement. The sources from which knowledge was obtained by deans were reported as general and professional courses, and experience in the dean's office and outside. On the basis of this study Committee suggested that the professional train ing of deans (a) should include a background of psychology, philosophy, sociology, and ethics; (b) might include also specific knowledge of such matters as guidance, case work, and hy giene; (c) should include a study of methods of obtaining facts about individuals and the local situations; and (d) should provide for at least a partial mastery of a number of skills and technics, such as those used in the interview, the case study, and in discussion groups. 2. Strang, Ruth, chairman. “Report of the Re search Committee.” 1932 Yearbook. Vol. 10 Washington, D. C.: National Association of Deans of Women, 1932. p. 41-44, This report is based upon letters written by fifty-four deans. Lists the various kinds of con tacts between faculty and students. Suggests ways in which faculty may acquire knowledge and skill in work with individuals. Urges increased cooperation of teachers in the personnel program 3. Strang, Ruth, chairman. “Report of the Research Committee.” 193? Yearbook. Vol. 11. Washing ton, D. C.: National Association of Deans of Women, 1933. p. 41-63. Reports briefly the completion of a survey of personnel work in twelve selected colleges. Sum marizes investigations published in 1932 relating to the dean’s work. Recognizes three types of re search in both high-school and college groups: descriptions of work in particular institutions surveys of present practice in a number of in stitutions, and experimental work. 4. Strang, Ruth, chairman. “Report of the Research Committee.” 1934 Yearbook. Vol. 12. Washing ton, D. C.: National Association of Deans of Women, 1934. Summarizes investigations published in which relate to the dean’s work in both high school and college. NATIONAL EDUCATION ASSOCIATION, DEPARTMENT OF EDUCATIONAL RE- SEARCH (AMERICAN EDUCATIONAL RESEARCH ASSOCIATION) Committees on Preparation of Review of Edu- cational Research 1933 The Association is composed of persons engaged in technical research in education, including direc tors of research in school systems, instructors in educational institutions, and research workers con NATIONAL EpUCATION ASSOCIATION, DE- PARTMENT OF EDUCATIONAL RESEARCH (AMERICAN EDUCATIONAL RESEARCH AssSo- CIATION) (Cont.) nected with private educational agencies. It pub- lishes the Review of Educational Research, each issue of which summarizes research studies and scientific investigations bearing on a specific topic and includes extensive bibliographies. A cycle of fifteen topics was reviewed in the three-year period which ended with the December, 1933 issue. The committee members responsible for each is- sue of the Review from January, 1931, through December, 1933, are as follows: 1. The Curriculum—January, 1931 Henry Harap, Chairman, Western Reserve University, Cleveland, Ohio, William L. Con- nor, Ralph W. Tyler. 2. Teacher Personnel—April, 1931 Earl W. Anderson, Chairman, University, Columbus, Ohio, Russell Butsch, E. T. Peterson. . School Organization—June, 1931 W. W. Coxe, Chairman, State Department of Education, Albany, N. Y., Paul T. Rankin, William C. Reavis. . Special Methods in the Elementary School— October, 1931 Frederick S. Breed, Chairman, University of Chicago, Chicago, IIl., William S. Gray, Clif- ford Woody. . Psychology of the School Subjects—December, 1931 Arthur I. Gates, Chairman, Columbia Univer- sity, New York, N. Y., Frederick B. Knight, Percival Symonds. . Special Methods on High-School Level—Feb- ruary, 1932 Walter S. Monroe, Chairman, University of Illinois, Urbana, Ill., H. R. Douglass, Carter V. Good. . Finance and Business Administration—April, 1932 Carter Alexander, Chairman, Columbia Uni- versity, New York, N. Y., R. W. Holmstedt, Arthur B. Moehlman, Ward G. Reeder, Floyd W. Reeves, A. D. Simpson. . Tests of Personality and Character—June, 1932 (Part I of the Report of the Committee on Char- acter Tests and Psychological Tests) Harry J. Baker, Chairman, Public Schools, Detroit, Mich., Goodwin Watson. . Tests of Intelligence and Aptitude—October, 1932. (Part II of the Report of the Committee on Character Tests and Psychological Tests.) Harry J. Baker, Chairman, Public Schools, Detroit, Mich., Katharine B. Greene, Paul R. Mort. . School Buildings, Grounds, Equipment, Appa- ratus, and Supplies—December, 1932 T. C. Holy, Chairman, Ohio State University, Columbus, Ohio, H. W. Anderson, John Guy Fowlkes, H. P. Smith. . Educational Tests and Their Uses—February, 1933 John L. Stenquist, Chairman, Public Schools, Baltimore, Md., Grace A. Kramer, W. J. Osburn, G. M. Ruch, M. R. Trabue, Ben D. Wood. Ohio State EE <. . Mental and Physical Development—April, George D. Stoddard, Chairman, State versity of lowa, Iewa City, lowa, Fowle Brooks, Psyche Cattell, Harold E. Jones. and Counseli: 7 . Pupil Personnel, Guidance, June, 1933 Arch O. Heck, Chairman, Ohio State Uni sity, Columbus, Ohio, Fred C. Ayer, A Brumbaugh, H. A. Edgerton. . Psychology of Learning, General Methods oj Teaching, and Supervision—October, 1933 G. T. Buswell, Chairman, University Chicago, Chicago, Ill., W. A. Brownell, H. G Wheat (Resigned, January, 1933). . The Legal Basis of Education—December, 1933 Newton Edwards, Chairman, University of Chicago, Chicago, IJl., William G. Carr, M M. Chambers, Edwin S. Lide, Harlan Upd graff. The committee members assigned for the second cycle are as follows: 1, The Curriculum—April, 1934 Margaret A. Norton, Chairman, New York N. Y., H. B. Bruner, John Hockett, W. E Peik, R. S. Schorling. . Teacher Personnel—June, 1934 Earl W. Anderson, Chairman, Ohio Stat: University, Columbus, Ohio, R. L. C. Butsch W. S. Elsbree, T. L. Torgerson. . School Organization—October, 1934 William C. Reavis, Chairman, University of Chicago, Chicago, IIl., W. W. Coxe, Paul 1 Rankin, John Dale Russell. . Special Methods and Psychology of the Schoo! Subjects, Elementary School—December, 1934 Arthur I. Gates, Chairman, Columbia Unive: sity, New York, N. Y., F. S. Breed, Leo | Brueckner, Josephine MacLatchy, Clifford Woody. . Psychology and Methods in the High School and College—February, 1935 W. S. Monroe, Chairman, University of Illi nois, Urbana, Ill, H. R. Douglass, Carte: Good, C. W. Knudsen, Percival Symonds. . Finance and Business Administration—Apri! 1935 A. D. Simpson, Chairman, State Department of Education, Albany, N. Y., H. H. Davis Arthur B. Moehlman, Paul R. Mort, Ward G. Reeder, Floyd W. Reeves. . Psychological Tests—June, 1935 Harry J. Baker, Chairman, Public Schools, Detroit, Mich., Gertrude Hildreth, Willard C. Olson, Herbert A. Toops, Goodwin Wat- son. . Buildings, Grounds, Equipment, and Supplies— October, 1935 T. C. Holy, Chairman, Ohio State University, Columbus, Ohio, E. T. Peterson, Don C. Rog- ers, W. K. Wilson. . Educational Tests—December, 1935 W. J. Osburn, Chairman, Ohio University, Athens, Ohio, G. M. Ruch, Paul Sangren, Ralph W. Tyler, Charles C. Weidemann. . Mental and Physical Development of Children— February, 1936 George D. Stoddard, Chairman, State Univer sity of Iowa, Iowa City, Iowa, Fowler D. [ 194] State utsch choo! 1934 ive! eo =| fford and Illi- irter pril, nent Vis, ard ols, ard 'at- r- D. Brooks, Psyche Cattell, Harold E. Jones, Lois H. Meek. 11. Pupil Personnel and Guidance—April, 1936 Arch O. Heck, Chairman, Ohio State Univer- sity, Columbus, Ohio, Fred C. Ayer, Harold H. Bixler, A. J. Brumbaugh, H. A. Edgerton, M. R. Trabue. 12. Psychology of Learning, General Methods, and Supervision—June, 1936 G. T. Buswell, Chairman, University of Chi cago, Chicago, IIl., W. A. Brownell, Prudence Cutright, Manley E. Irwin, Ernest O. Melby NATIONAL EDUCATION ASSOCIATION, DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS Committee on Standards and Training for the Elementary School Principalship—1928 Yearbook Chairman—William T. Longshore, Public Schools, Kansas City, Mo. VUembers—John L. Bracken, Edwin C. Broome, Jes sie M. Fink, George W. Frasier, Arthur S. Gist, James F. Hosic, Charles H. Judd, W. W. Kemp, Worth McClure, J. Cayce Morrison, John K. Nor ton, Leonard Power, E. Ruth Pyrtle, Ide G. Sar- geant. Scope and purpose—Appointed in 1924 to assemble material bearing directly and indirectly upon the standards and training for the office of elementary- school principalship. Aimed to present reliable esti mates of conditions now existing and to sug gest desirable lines of future development. A continuance of the Committee’s investigations was arranged for in cooperation with the Research Division of the National Education Association Several questionnaires were circulated among prin cipals, superintendents, and college specialists. Material was included from previously completed theses and research investigations Reports 1. National Education Association, Department of Elementary School Principals. The Elementary School Principalship. Seventh Yearbook. Wash ington, D. C.: the Department, 1928. 638 p. Report includes facts concerning supervising principals, principals’ duties, principals’ time allotment, duties according to state laws and city rules, relationships between the principal and the superintendent, the supervisor, the community, and his assistants, and the principal’s office. In- vestigations and case studies of successful prin cipals show the importance of professional prep aration, scholarship, and experience, as well as personal qualities. Discusses the improvement of principals in service, organizations of principals, local standards in selection of principals, state certification requirements, professional training programs and content of courses, and the eco- nomic position of the principal. “The committee believes that the future ad- vance of the nation’s public elementary schools will be largely conditioned by the extent to which the idea of the elementary school principal as a professional leader and skilled executive gains general recognition in practice.”—Seventh Year- book, p. 141. [195] Editorial Committee Consists of three members appointed by Execu tive Committee of the Department for a term of three years, one retiring each year. Each member is chairman for one year during the period of his ay pointment. Chairman 1930—Earl R. Laing, Public Schools, Detroit Mich. 1931—Isabel Tucker, Public Schools, St. Louis Mo. 1932—Aaron Kline, Public Schools, Chicago, II! 1933—Helen B. Shove, Public Schools, Minne apolis, Minn. 1934—John S. Thomas, Public Schools, Detroit Mich. 1935—Bess Clement, Public Schools, Clarksdale Miss. 1937—Samuel Berman, Public Schools, Philadel phia, Pa. (Third member of 1930 Yearbook Committee was Arthur S. Gist.) Scope and purpose—Committee organized to direct the preparation of yearbooks. Does not prepare con tent of yearbook; invites contributions from De partment membership and outsiders on topics re lated to the work of the elementary-school principal. Special investigations undertaken by the Research Division of the National Education Association which cooperates with the Editorial Committee in editing and integrating signed articles into final yearbook form. Reports 1. National Education Association, Department of Elementary School Principals. The Principal and Administration. Ninth Yearbook. Washington D. C.: the Department, April, 1930. 600 p. Guiding principle of Committee is that good administration precedes good supervision. First obligation of a principal is to organize and to manage his school as effectively as possible. A conclusion brought out is that the same school activity mav be administered successfully in a number of different ways. Yearbook deals with the importance of a working philosophy of edu cation, the principal’s time budget, administra tive assistants, the school clerk, school organiza tion procedures, school management problems pupil personnel practices, extra-curriculum prac tices, the school library and museum, and the principal’s community contacts. National Education Association, Department of Elementary School Principals. The Principal and Supervision. Tenth Yearbook. Washington, D. C the Department, April, 1931. 520 p. Points out that supervision is a cooperative endeavor which calls for a high type of personal enthusiasm, mutual goodwill, and professional skill. Sound administrative organization is essen- tial to a good supervisory program. The bulk of the chapters deal rather specifically with super- visory technics. Principal’s own work may be evaluated in three ways: (a) by measuring how well he organizes, directs, and checks the learn- ing environment; (b) by taking a “general im pression” rating from his colleagues; and (c) by self-rating. Principals should provide for them selves a forward-looking and a continuous in service training. to NATIONAL EDUCATION ASSOCIATION, DE- PARTMENT OF ELEMENTARY SCHOOL PRIN- CIPALS ( Cont.) 3. National Education Association, Department of Elementary School Principals. The Principal and His Community. Eleventh Yearbook. Washington, D. C.: the Department, April, 1932. 490 p. A survey of school-community contacts. A suc- cessful principal studies his community, inter- prets the educational program, and participates in social enterprises. Inquiry to Department membership revealed that parent-teacher groups and child-welfare groups were affiliated with more than two-thirds of the schools. Includes chapters on home contacts sought by the school, the parent-teacher movement, school community centers, school publicity, service clubs, social and welfare agencies, excursions and exhibits, and governmental agencies. . National Education Association, Department of Elementary School Principals. Elementary School Libraries. Twelfth Yearbook. Washington, D. C.: the Department, June, 1933. 460 p. States that the school library is the center of a modern program of education. Present status in elementary field is illustrated, and its possible usefulness defined. One-third of Department members reporting library facilities report class- room book sets only, one-third have library rooms, and one-third use both book sets and the library plan. Presents floor plans; describes co- operative relationships between schools and pub- lic libraries; offers suggestions for integrating the school library and the classroom; cites vary- ing viewpoints regarding the necessary training and abilities of the school librarian; discusses rural school library practices. Includes bibliog- raphy of booklists, and gives a list of books recommended for a professional library in an elementary school. Summarizes significant studies of children’s reading interests. . National Education Association, Department of Elementary School Principals. Aids to Teaching in the Elementary School. Thirteenth Yearbook. Washington, D. C.: the Department, June, 1934. 416 p. Includes articles on the types, uses, and effec- tiveness of various visual and auditory aids. . Socializing Opportunities in Elementary School Life. Tentative title for the Fourteenth Yearbook. 1935. (Will discuss the nature and value of so- called extra-curriculum activities in the elemen- tary school.) NATIONAL EDUCATION ASSOCIATION, DEPARTMENT OF ELEMENTARY SCHOOL PRINCIPALS AND AMERICAN ASSOCIATION OF TEACHERS COLLEGES Cooperating Committees on Professional Ethics Chairman of committee of the Department of Ele- mentary School Principals—Mason A. Stratton, Pub- lic Schools, Atlantic City, N. J. Members—Sally Blackwell, Turner C. Chandler, Giles D. Clark, Emily Eversfield, L. Daisy mond, Edith B. Joynes, W. T. Longshore, Har! Lyon. ; Chairman of committee of the American As tion of Teachers Colleges-—Roscoe L. West Teachers College, Trenton, N. J. Members—E. J. Ashbaugh, M. L. Combs, G Diemer, J. L. Dunkle, Arthur Gist, L. R. Gre Butler Laughlin, Robert H. Wright. Scope and purpose—At its Cleveland meeti: February, 1934, the Department of Eleme: School Principals, convinced that prospective t ers and principals can and should be made orga) ization-minded before entering the profess named a committee to prepare a syllabus of sug gested material for courses in professional ethics and to contact teacher-training institutions in 4 effort to establish such training. A committee was later named by the president of the American sociation of Teachers Colleges to work jointly wit! the principals. NATIONAL EDUCATION ASSOCIATION DEPARTMENT OF KINDERGARTEN EDUCATION Research Committee Chairman—Mary Dabney Davis, U. S. Office Education, Washington, D. C. Members—Olga Adams, Madeline Darrough Hor: Allene Seaton, M. Madilene Veverka. Scope and purpose—Committee named to present facts regarding kindergarten education in th United States in 1925, including kindergartens i) public, private, and teacher-training schools. Data were secured from stenographic reports of kinde garten sessions and from replies to an inquiry form received from 535 teachers and 162 school adminis trators. These were supplemented by the opinions of 507 professional workers on the subjects, aims and methods of kindergarten education. Committee chairman analyzed data. Reports 1. Davis, Mary Dabney, and others. General Pra tice in Kindergarten Education in the United States. Washington, D. C.: National Educatio: Association, 1925, 155 p. Surveys present status of kindergarten educa tion. Describes activities and administration a: revealed by stenographic reports and the i quiry. Summarizes findings as follows: a. There has been rapid growth in the num- ber of kindergarten pupils and kindergart: schools during the past fifty years. . The education of four- and _ five-year-o! children is being accepted as a responsibility of the public school system. . The kindergartens are being regarded as an integral part of the public schools as show by their inclusion in state legislation, rules and regulations of boards of education, e|: mentary courses of study, and training-scho: programs. . Scientific investigations of kindergarten edu- cation are being made and there is a read field for more studies both in kindergarten instruction and kindergarten administratio! [196 ] Horr resel 1 the ns in Data nde: form 1inis nions aims littee NATIONAL EDUCATION ASSOCIATION, DEPARTMENT OF RURAL EDUCATION Katherine M. Cook, Secretary, U. S. Office of Education, Washington, D. C. Committee on Publications ‘hairman—Fannie W. Dunn, Columbia University, New York, N. Y. Vembers—Members of 1934 Committee are: Chloe C. Baldridge, Julian E. Butterworth, Caroline Evyingson, John M. Foote, Milton G. Nelson. Scope and purpose—Committee organized to direct the preparation of publications. Adopted the policy of presenting in each bulletin a group of articles dealing with one major topic. Bulletins for 1931, 1932, and 1933 were issued under chairmanship of julian E. Butterworth; that for 1934 under Fannie W. Dunn. Reports 1. National Education Association, Department of Rural Education. Special Problems in the Edu- cation of Rural Children. Washington, D. C.: the Department, February, 1931. 63 p. This Bulletin was prepared under the direc tion of Katherine M. Cook and W. H. Gaumnitz of the U. S. Office of Education. Attempts to focus attention on some of the pressing prob- lems of education in rural communities, includ- ing health, guidance, seasonal labor, opportuni- ties for negroes, and special education. _ National Education Association, Department of Rural Education. Agencies Contributing to Rural Education. Washington, D. C.: the Department, February, 1932. 51 p. A study made by Alice B. Pierce of the agen- cies which have an important influence in the education of the rural child. Data obtained from twenty-four rural supervisory officers in nine teen states. Concludes that glaring inequalities exist in the opportunity for boys and girls to benefit from such agencies. . National Education Association, Department of Rural Education. Organization of Curriculum for One-Teacher Schools. Washington, D. C.: the Department, February, 1933. 44 p. Bulletin prepared by special committee under the chairmanship of Fannie W. Dunn. States the problems involved in the organization of the curriculum. Offers concrete suggestions for com- bining courses and subjects, for using activities as integrating factors, for providing individual instruction, and for developing and administer- ing units of work. . National Education Association, Department of Rural Education. Economical Enrichment of the Small Secondary-School Curriculum. Washing- ton, D. C.: the Department, February, 1934. 94 p. Edited by Frank W. Cyr. Assembles accounts of small high schools which have faced their con- ditions, assayed their own resources, and de- vised ways of meeting their needs with what they have. Yearbook written primarily for high schools with enrolments of one hundred or less. Part I deals with present status, Part II with methods and technics adapted to the small school, and Part III with problems involved in reor- ganizing schools. NATIONAL EDUCATION ASSOCIATION, DEPARTMENT OF SCHOOL HEALTH AND PHYSICAL EDUCATION James E. Rogers, Secretary, 315 Fourt/ York, N. r< National Study of Professional Education in Health and Physical Education Authorized by the Department of School Health and Physical Education of the National Education Association in 1931. Now sponsored by five other associations: American Physical Education Associa tion, City Administrators of Health and Physical Education, College Physical Education Association Society of State Directors of Health and Physical Education, and Women Directors of Physical Edu cation in Colleges and Universities. Chairman of National Committee—N. P. Neilson State Department of Education, Sacramento, Calif VUembers—G. B. Affleck, W. Cy. Moorhead Gel trude Moulton, E. M. Sanders, Harry A. Scott Forty-four state committees have been organized to date with 330 members. The State Director of Health and Physical Education is the chairman of the state committee in all states having such state directors. Scope and purpose—National committee appointed in 1931 to determine standards to be used in the evaluation of institutions professing to train health and physical education teachers. Three major prob lems for study relate to the adequate preparation of (a) the general elementary teacher as an instruc tor in health and physical education; (b) the man teacher of health and physical education for secon- dary schools; and (c) the woman teacher of health and physical education for secondary schools Reports—Preliminary reports have been issued in mimeographed form, 1932-34, and also in proceed ings of sponsoring associations such as the 1932 Proceedings of the College Physical Education Asso ciation, p. 51-67. The latest was delivered at th: convention of the American Physical Education As sociation, April 18, 1934: 1. Neilson, N. P., chairman. A Report on the Na tional Study of Professional Education in Health and Physical Education. Sacramento, Calif.: the Chairman (California State Department of Edu- cation), 1934. 20 p. (Mimeographed.) Describes the project and lists the members of state committees. Concludes that proposed standards must be only the minimum essentials until the support of the profession is assured NATIONAL EDUCATION ASSOCIATION, DEPARTMENT OF SECONDARY EDUCATION Room 1901, 130 W. 42d St., New York, N. ¥ Committee on the Integration of High School Studies Chairman—Eixnest D. Lewis, Public Schools, New Yorn, N. %. Members—Charles M. Austin, Stella S. Center, Ellen Dwyer, Frank I. Kellar, W. G. Kimmel, Allen R. Moore, Lula Belle Pitts, Louis A. Rice. Scope and purpose—Appointed in December, 1933 to consider and evaluate the possibilities of a close: coordination of high-school studies. { 197 ] NATIONAL EDUCATION ASSOCIATION, DEPARTMENT OF SECONDARY- SCHOOL PRINCIPALS H. V. Church, Secretary, 5835 Kimbark Ave., Chi- cago, Ill. Committee on the Orientation of Secondary Education Chairman—Thomas H. Briggs, Columbia Univer- sity, New York, N. Y Members—Francis L. Bacon, B. P. Fowler, Arthur Gould, Sidney B. Hall, Fred J. Kelly, Rudolph D. Lindquist, A. K. Loomis, Truman G. Reed, Fran- cis T. Spaulding, Curtis H. Threlkeld. Scope and purpose—Authorized in 1932; began work in 1933. Financed by a grant of $9000 from Carnegie Corporation, $3000 annually for three years, and by an appropriation from the Depart- ment of Secondary-School Principals of $2000 an- nually for three years. Directed “to study and re- state the principles and objectives of secondary edu- cation.” Request to Carnegie Corporation outlined five duties: a. To formulate issues, consider principles support- ing each alternative, and report each preferred alternative to the Department. . To define the special functions of secondary education. :. To consider and utilize the findings of the Na- tional Survey of Secondary Education, along with items a and b, in formulating a program for secondary education. . To ascertain what additional facts are needed and to stimulate their collection. . To outline means of popularizing the proposed program. Reports 1. Briggs, Thomas H., chairman. “First Report of the Carnegie Commission.” Bulletin (Proceed- ings) No. 45: 322-26; March, 1933. Berwyn, IIl.: Department of Secondary-School Principals, Na- tional Education Association. A preliminary statement, outlining scope and purpose, as given above. . Briggs, Thomas H., chairman. “Second Annual Report of the Committee on the Orientation of Secondary Education.” Bulletin (Proceedings) No. 50: 202-7; March, 1934. Berwyn, Ill.: De- partment of Secondary-School Principals, Na- tional Education Association. Reports the results of two meetings of the Com- mission in 1933, during which various issues were discussed and recommendations approved. Future plans provide for submission to a large number of professional groups of these tentative conclu- sions and their implications for a practical pro- gram. NATIONAL EDUCATION ASSOCIATION, DEPARTMENT OF SUPERINTENDENCE Committee on the Elementary School Curric- ulum—1924 Yearbook Chairman—Robinson G. Jones, Cleveland, Ohio. Members—Frank W. Ballou, J. H. Bentley, Frank N. Freeman, J. S. Hoffman, Ernest Horn, J. R. Mc- Public Schools, Gaughy, A. B. Meredith, Jesse H. Newlon, P Stetson, Will C. Wood. Scope and purpose—Appointed prior to the crear; of the Commission on the Curriculum. In May, 192; the Executive Committee voted to coordinat: work of the proposed Commission with the 192 Yearbook Committee. A two-year study was oy lined and the 1924 Yearbook Committee was a. signed to conduct the work for the first year. Sin, a review of present curriculum practice was neede: as a basis for future work, the Research Divisio, of the National Education Association undertoo\ this task. Reports 1. National Education Association, Department Superintendence. The Elementary School Curr: ulum. Second Yearbook. Washington, D. C.: th Department, 1924. 296 p. The 1924 Yearbook consists of four parts: th elementary-school curriculum; machinery and o: ganization for devising, revising, and supervising the curriculum; a general analysis of presev; elementary-school curriculum practice; and re- cent developments. Points out that in most se: tions each local school district is a law unto i self so far as the curriculum is concerned. |; such a situation, therefore, a representative su: vey of curriculum practice is difficult to achiev: Commission on the Curriculum—1925, 1926 1927, and 1928 Yearbooks Chairman—Edwin C. Broome, Public School: Philadelphia, Pa. Members—John L. Alger, Frank W. Ballou, Susa M. Dorsey, John M. Foote, Charles H. Judd, Haro! O. Rugg, Zenos E. Scott, Frank E. Spaulding, Pau C. Stetson, A. L. Threlkeld, H. B. Wilson, John W Withers. Additional members appointed to 1926-27 Commis sion: John W. Beattie, Charles E. Finch, J. A Foberg, Thomas W. Gosling, E. E. Lewis, Willian McAndrew, Frank W. Pickell, William B. Snow J. W. Studebaker, Willis A. Sutton. Additional! members appointed to 1927-28 Commission: Francis L. Bacon, E. B. Cauthorn, William F. Ewing, Oscar C. Gallagher, Arthur Gould, William H. Holmes Edwin L. Miller, Edward D. Roberts, Theodore Saam, George M. Wiley. Scope and purpose—Appointed in 1924 “to bring together the elements for the construction of a suit- able curriculum for the boys and girls of American public schools.” The 1924 Yearbook of the Depart ment laid the basis for this program through its statement of general aims, its survey of current curriculum practice, and its proposed machinery for cooperative effort in curriculum revision. In July, 1924, the Commission decided to review outstanding research studies in each of the subjects of the elementary curriculum. The work was del gated to the Research Division of the National Edu cation Association and subcommittees appointed, on: for each elementary-school subject. Aided by a grant of $15,000 from the Carnegie Corporation. The Cooperative Plan of Curriculum Revision was proposed at the Cincinnati meeting of the De partment in February, 1925. Its purpose was: (1 to meet the need for testing out the research find ings presented in the Third Yearbook; (2) to stimu late further scientific study; and (3) to bring to [198] e creat} May, 1923 inate th, the 192, Was out Was as ar. Sine: is needed Divisio; inderto, k tment of | Curr ot > th arts: th and or. ervising presen and re. Ost sec unto it ned. [; ive sui achiev« , 1926 Schools Susar Ha ro] zy, Pau yhn VW >mmis | Villian Snow itional! ‘rancis Osea: olmes -odore bring L suit- erican epart zh its irrent inery view jects dele Edu a one yrant ision De- (1 find imu 7 ; to ether for their mutual aid school systems actively aterested in curriculum building. The Cooperative plan developed to the point where three hundred choo! systems, national subject committees, and a eneral coordinating committee were all working sader the Commission on the Curriculum. The 1926 Yearbook of the Department was designed to bring ogether the forward-looking work evolving from he Cooperative Plan. Subject committees were or- vanized. The Research Division drafted part otf the earbook and edited the volume. Likewise, during 1926-27, three hundred school systems interested in unior high-school curriculum revision worked ynder the Commission. The final report of the Com nission in 1928 dealt with revision of the secondary- school curriculum. Reports i. National Education Association, Department of Superintendence. Research in Constructing thi Elementary School Curriculum. ‘Third Yearbook. Washington, D. C.: the Department, 1925. 424 p Discusses the need for curriculum revision and possible variations in curriculums to meet commu- nity and individual needs. Bulk of the yearbook is devoted to a review of selected research studies in arithmetic, spelling, reading, handwriting, the social studies, language and grammar, elemen tary science, health and physical education, home economics, industrial arts, art education, and music. National Education Association, Department of Superintendence. The Nation at Work on the Public School Curriculum. Fourth Yearbook. Washington, D. C.: the Department, 1926. 520 p. Contains material from school systems engaged in curriculum revision, and reports of eleven national subject committees in the fields of ele- mentary science and nature study, handwriting, spelling, arithmetic, health and physical educa- tion, language and composition, our literary heri- tage, music, modern foreign languages, social studies, and character education. National Education Association, Department of Superintendence. The Junior High School Cur riculum. Fifth Yearbook. Washington, D. C.: the Department, 1927. 562 p. Discusses the place of the junior high school in the American program of education. Reports of ten subject committees review 119 research studies, raise fundamental questions, and, in some instances, present illustrative units of subject- matter. . National Education Association, Department of Superintendence. The Development of the High School Curriculum. Sixth Yearbook. Washington, D. C.: the Department, 1928. 584 p. The first twelve chapters deal with outstanding issues in secondary education such as the needs of adolescent youth, objectives, curriculum prob- lems of the small high school, relationship be- tween high school and college, differentiated curriculums, counseling, and extra-curriculum ac- tivities. Part II deals with research in secondary- school subjects. Commission on the Articulation of the Units of American Education—1929 and 1931 Yearbooks Chairman—Herbert S. Weet, Rochester, N. Y. (for- merly Superintendent of Schools). VU embers—Charles H roll R. Reed, ‘Robert E. Sy ope and purpose careful analysis of the functions of Judd, Jesse H. Newton, Cat lidwell, John W. Withers Appointed in 1926, to make “‘a each adminis trative school unit and a searching study of supe: visory and curriculum practices within the various units to the end that overlappings, omissions, and contradictions might be avoided.”—Seventh Year book, 1929, p- 4. Financed by the Department; held eight meet ings. Chapters or parts prepared by committees headed by individual members of Commission, and including members from outside the Commission Ihe first report, presented in 1929, dealt with pro lems of articulation in five horizontal divisions of the school system—elementary, higher and professional, teacher training, and adult edu cation. The second report, presented in 1931, was the work of committees on these five topics secondary, a. Promotion problems. b. School and community. c. Relation of general to professional education teachers. Finance. Principles of articulation and functions of units Reports National Education Association, Department of Superintendence. The Articulation of the Units of American Education. Seventh Yearbook. Wash ington, D. C.: the Department, 1929. 616 p. National Education Association, Department of Superintendence. Five Unifying Factors in Ameri can Education. Ninth Yearbook. Washington D. C.: the Department, 1931. 543 p. The 1931 Yearbook consists of five parts, pre pared by the five committees listed above. The general tenor of its recommendations is that educational conditions, at all levels and in all aspects of the activities, should be brought into harmony with “the ideal of con tinuous, wholesome growth for every individual! to whom the public schools of this country ex tend their service.’’—p. 14. school’s Commission on Supervision—1930 Yearbook Chairman—Albert S. Cook, Education, Baltimore, Md. Members—Fred C. Ayer, Frank W. Ballou, Arvil S. Barr, Leo J. Brueckner, William H. Burton, Zenos E. Scott, I. Jewell Simpson, Charles L. Spain, George D. Strayer. State Department of Scope and purpose—Appointed in 1927; financed by funds of the Department. Held four meetings; chap- ters written by individual members; reviewed and finally approved by entire Commission. Edited by Research Division of the National Education Asso- ciation. Delimited its function in the following terms: “It was unanimously agreed that the 1930 Yearbook should deal with supervision from the administra- tive standpoint, i. e., those phases of supervision which are of chief concern to superintendents of schools. It was agreed that the carrying out of de- tailed technics and particular methods is the con- cern of specialists—hence special phases of super- vision should be left to the consideration of those who are actively at work in these fields.’—Eighth Yearbook, 1930, p. 4. [ 199 ] NATIONAL EDUCATION ASSOCIATION, De- PARTMENT OF SUPERINTENDENCE (Cont.) Reports 1. National Education Association, Department of Superintendence. The Superintendent Surveys Supervision. Eighth Yearbook. Washington, D. C.: the Department, 1930. 471 p. Presents supervision as a creative enterprise, which has for its object the development of a group of professional workers. States the fol- lowing as principles in a philosophy of super- vision: “Proper induction of new teachers into the pro- fession is aided by sound supervision. Growth of experienced teachers is advanced by sound supervision. Supervision should not merely bring teachers devices of instruction, but it should also bring a recognition of the place of the school in society. “Supervision, while employing a well-rounded philosophy and scientifically tested knowledge, takes account of individual differences among teachers. A supervisor should seek out the strong points of those supervised, build on these and have faith in the ability of those supervised to advance. Supervision recognizes unusually good teaching procedures and interprets them as illus- trations of sound principles of education. Poor procedure by teachers calls for illustrations of successful procedure by supervisors, based on impersonal principles and ideals. The supervisor must adapt the application of scientific research to the capacities of individual teachers. Goals will vary for individual teachers according to their capacities and present stage of development. The principles of good supervision apply to all individuals, whatever type or level of work they may be performing. Proper supervision results in some progress by all, and in much progress by the most able. A professional spirit on the part of a supervisor will encourage a similar spirit on the part of those supervised.” Commission on Character Education—1932 Yearbook Chairman—A, L. Threlkéld, Public Schools, Den- ver, Colo. Members—Bertie Backus, George S. Counts, Frank N. Freeman, Charles B. Glenn, Paul T. Rankin, Belle M. Ryan, Goodwin Watson, David E. Weg- lein. Scope and purpose—Appointed in 1929, to prepare a yearbook on character education. Financed by funds of the Department of Superintendence. Held five meetings; drafts of chapters made by individ- ual members, reviewed and finally approved by en- tire Commission. Correspondence, questionnaire in- quiries, and editing carried on by Research Divi- sion of the National Education Association. Reports 1. National Education Association, Department of Superintendence. Character Education. Tenth Yearbook. Washington, D. C.: the Department, 1932. 535 p. The general point of view of the Commission is presented in the following extract from the “Foreword,” p. 4-6: “In this Yearbook a difficult task is at —the task of presenting a discussion of ter education as a function of the scho way that will promote rather than hind education. . . “The position taken in this Yearbook character education consists of construct actions to life situations without thought part of the individual as to whether his r. in a particular situation is one calculated about his own self-improvement. . . . “One premise accepted in the developm: this Yearbook is that any goed curriculun character education curriculum att is made to present a curriculum or set of curri ulums for character education as such. Howeye; an attempt is made to present points of which, it is hoped, will stimulate thought and cussion in the direction of a more constructiy, school life and, in fact, a more constructivy: in general.” Commission on Educational Leadership—1933 Yearbook Chairman—A. J. Stoddard, Public Schools, Pro dence, R. I. Members—N. L. Engelhardt, Willard E. Given, A. F. Harman, J. L. Henderson, R. G. Jones Cayce Morrison, Leonard Power, A. A. Slack Franklin M. Underwood. Scope and purpose—Appointed in 1930. Specific as signment was to bring up to date the 1923 Year book of the Department on “The Status of th Superintendent.” Financed by Department funds Held five meetings; chapters written by individua members, reviewed and finally approved by entire group. Questionnaire study on status of superin tendent made by Research Division of the Nationa! Education Association. Reports 1. National Education Association, Department of Superintendence. Educational Leadershit Eleventh Yearbook. Washington, D. C.: the De- partment, 1933. 528 p. The yearbook reports a decade of progress i! the field of educational leadership, and points out trends in matters which concern superintend ents of schools. The “Foreword,” p. 3-4, gives the following analysis of the content of the report The yearbook first “presents a philosophy of leadership which stresses both the cooperativ« and the individual aspects of educational leade: ship. The second chapter points out the dynami character of society and shows that leadershi; must constantly adjust itself to meet new de mands. A chapter on trends traces the fascinating development of function and vision in America education. Careful attention is given to the im portance of cooperation between lay and profes sional leadership. Before a review of the status of the superintendency, there is a brief surve) of the personnel and organization involved in a program of leadership. Then follows an exten sive report on the characteristics and qualities of those who are now superintendents of schools Two chapters present some of the problems o! leadership in large and small school systems pointing the way to the solutions of these difficu! ties. The next chapter presents one of the few [ 200 ] —1933 Pro slVens nes Slad fic as Year f the funds idua entire erin tional! and one of the most complete studies of the status of the rural superintendent. His problems and needs are then discussed. From this point the yearbook proceeds to a consideration of state jeadership in education. With the chapters on training and research it returns to the forward looking aspects of leadership. The volume closes with a self-rating device whereby each superin tendent may evaluate his own progress in terms of the principles set forth in the various chap ters.” The volume includes some sixty pages of statis tical material on the personal and professional status of approximately 2200 city superintend ents and 1190 rural superintendents. Commission on School Administration—1934 Yearbook Chairman—Ben G. Graham, Public Schools, Pitts burgh, Pa. Uembers—E. W. Butterfield, W. S. Deffenbaugh, C. Ray Gates, Thomas W. Gosling, George Mel cher, John K. Norton, William C. Reavis, Agnes Samuelson, George D. Strayer, David E. Weglein Scope and purpose—Appointed in 1932; held three meetings; work financed by the Department. The general assignment was the preparation of a year book on problems in educational administration. Chapters were prepared by individual members and reviewed by Commission as a whole. Correspond- ence and editing was carried on by Research Divi- sion of the National Education Association. Reports 1. National Education Association, Department of Superintendence. Critical Problems in School Administration. Twelfth Yearbook. Washington, D. C.: the Department, 1934. 383 p. Presents a synthesis of educational thought on such problems as these: a. The structure of government and its effect on the administration of the schools. b. The scope of education and the local admin- istrative unit. c. The financial support of public education. . The lay control of public schools. Professional administration in school control. Efficiency in school management. g. The teaching staff and the formulation and execution of administrative policies. eo 2. a h. Economy in school administration. i. Helping citizens to know their schools. Offers statements of basic guiding principles on these problems. Quotes the following statement by William H. Maxwell as the keynote for the volume: “The primary objects of school administration are, first, to take the measures necessary to secure for every child his natural and constitutional right to an education . . .; second, to provide properly qualified teachers for our children; and, third, to create those conditions under which each teacher may do his best work.” Commission on Education for New Social and Economic Relationships—1935 Year- book Chairman—J. W. Studebaker, Public Schools, Des Moines, Iowa. [ 201 ] Deibler, J. B McClure Jesse Dheise n Balleu, F. S$ Kelly, Worth Stetson, W. W. Vembers—Frank VW Edmonson, Fred ] H. NewlJon, Paul C. Scope and purpose—Appointed in 1933, to prepare the 1935 Yearbook of the Department on the subject indicated by the title of the Commission. Work has been laid out for a book which will neither treatise of sociology nor a course in the studies. “Its field lies somewhere between these extremes, verging upon and forming a background for the social studies curriculum. It will, the be of interest to all teachers who desire to bridge the gap between the academic ciety and the practical demands of the classroom [he major portion of the yearbook is divided into A Review of Social Trends, Proposals Social Controls, and the Role preliminary statement of Yearbook. | be social two retore of so discussions three parts: for the Extension of of Education.”—From “Introduction,” Thirteenth Reports—Will appear as the Thirteenth Yearbook 1935, of the Department of Superintendence Commission on the Social Studies Curriculum —1936 Yearbook Chairman—Charles B. Glenn, Public mingham, Ala. Uembers—hH. B. V. Koos, Paul T. Scope and purpose—Appointed in 1934, to carry out the following assignment: “To prepare and to the active members of this Department at earliest practicable moment suggestive changes for such adjustments in the social studies curricula in our junior and senior high schools as our present social and economic situation has made and vital.’”’—From the executive secretary's in the Eleventh Yearbook, 1933, p. 411. The minutes of the Executive Committee meeting at Cleveland, February 24, 1934, include the fol lowing statement: “President Stetson called attention to the resolution adopted by the Washington con vention of the Department of Superintendence, Feb ruary 25, 1932, authorizing the preparation of a the social studies curriculum. In a January 27, 1934, to of the President suggested s«( hools, B I Bruner, Leslie A. Butler, Le Rankin. send | the necessary report vearbook on letter dated Executive Committee, as the title for the proposed yearbook ‘The Outline for a Social Studies Curriculum.’ On motion of Mr. Potter, the recommendations were approved members Stetson Reports—Will appear as the Fourteenth Yearbook 1936, of the Department of Superintendence Committee on Economy of Time in Education Chairman—H. B. Wilson, Public Schools, Topeka Kans. Members—Members signing final report in 1919 were as follows: J. F. Bobbitt, V. A. C. Henmon, Fred M. Hunter, Frank E. Spaulding, Frank E Thompson, 0. I. Woodley. (Previous members were Calvin N. Kendall, original chairman, John H. Francis, E. O. Holland, and C. S. Meek Scope and purpose—Created at the 1911 meeting of the Department as the Committee on Economy of Time in Elementary Education (Calvin N. Ken dall, chairman). Committee of named to co operate with the general committee appointed from hve NATIONAL EpucaTfon AsSOcIATION, DeE- PARTMENT OF SUPERINTENDENCE (Cont.) the National Council. Purpose was “to investigate the waste in the elementary schools and to make definite proposals for eliminating the archaic and least useful material from our course of study, and to propose more economical methods of teaching.” — Proceedings, 1911, p. 226. Scope extended in 1912 to cover the work of secondary schools. In 1914 the membership was increased to seven. Enlisted the active cooperation of investigators in determining the proper content for the subjects of study in the elementary curriculum. Appointed a subcommittee to collect all available data on economical methods of teaching certain elementary- school subjects. Discharged in 1919. Reports—Statements of progress are contained in the Proceedings of the National Education Associa- tion as follows: 1912, p. 510-13; 1913, p. 217-25; 1914, p. 206-9; 1915, p. 402-10; 1917, p. 668-69; 1918, p. 520-28; and 1919, p. 668-73. These reports outline the Committee’s program of work and the special investigations undertaken by cooperating in- vestigators. Frequent reference is also made in the Proceedings to the Committee’s activities. (For a complete list, see Proceedings, 1919, p. 671.) The most noteworthy findings of the Committee are con- tained in the following yearbooks of the National Society for the Study of Education: 1. National Society for the Study of Education. Min- imum Essentials in Elementary-School Subjects— Standards and Current Practices. Fourteenth Yearbook, Part I. Bloomington, IIl.: Public School Publishing Co., 1915. 162 p. This yearbook is the 1915 report of the De- partment’s Committee on Economy of Time. Deals with the problem of eliminating non-essential subjectmatter in the elementary school. Con- cludes that the ideally constructed course of study is one “stripped of all content not essential to the needs of modern life and organized so as to harmonize with the child’s growth in capacity and experience.”—Report, p. 13. Volume surveys time distribution in fifty representative cities and contains reports of cooperating investigators on minimum standards in the formal and content subjects. . National Society for the Study of Education. Second Report of the Committee on Minimal Essentials in Elementary-School Subjects. Six- teenth Yearbook, Part I. Bloomington, IIl.: Pub- lic School Publishing Co., 1917. 204 p. This yearbook is the 1916 report of the Com- mittee. Further data are presented on every sub- ject treated in the 1915 report, and in addition that of physical education. Concerned primarily wth the social value of subjectmatter as a basis for instruction. Contends that economies will re- sult not only by reason of reduced content, but also by reason of the vital functional character of the content, making possible greater interest and larger motive for its mastery. . National Society for the Study of Education. Third Report of the Committee on Economy of Time in Education. Seventeenth Yearbook, Part I. Bloomington, IIl.: Public School Publishing Co., 1918. 134 p. Continues to formulate on the basis of studies the minimal essentials in the vari jects of the elementary schools. This volum with investigations relating to arithmeti: raphy, reading, composition, civics, and hist Concludes with a symposium on the purposes historical instruction in the seventh and eig grades. 4. National Society for the Study of Edu Fourth Report of the Committee on Econom Time in Education. Eighteenth Yearbook, Pa II. Bloomington, IIl.: Public School Publishin, Co., 1919. 123 p. This yearbook is the 1919 report of the Co mittee and is devoted to the work of its subcony mittee on economy of time in learning (Ernes, Horn, chairman). Discusses principles of metho in teaching writing, reading, spelling, and arit} metic, as derived from scientific investigatio Also includes chapters on drawing and musi Committee on School Costs Chairman—David E. Weglein, Public Schools, Ba timore, Md. including Members—Membership of thirty-one, eight representatives of the Department of Superin tendence, nine representing business, five represen tatives of the National Council of State Superinte: ents, five from the American Council on Educatio: and four ex-officio members. Scope and purpose—Appointed in 1931, to carry out this resolution of the Department: “The present industrial depression has serious! impaired the financial support of public schools. In this grave crisis educational administrations must strive more valiantly than ever before to safeguard the interests of children. Curtailment in some othe: branches of public service occasions only tempora: discomfort which may later be compensated Abridged educational service is an abiding mis fortune to this generation of children, the evil of which may reveal itself only in the next generatior of youth. “Therefore, we recommend that the president o! this Department be authorized to appoint a com mittee of five or seven members to make overture: to an equal-sized committee of representative bus ness or commercial interests to form a conferenc: for the study of school costs, and that the results of the investigation be reported to their respective organizations.”—From the executive secretary’s re- port in the Tenth Yearbook, 1932, p. 421-22. Reports 1. Weglein, David E., chairman, and others. Repo of Committee on School Costs. Washington, D. ( Department of Superintendence, National Edu cation Association, 1932. 36 p. Describes the conditions brought about by th emergency in school finance; indicates possibili ties for economy in capital investment, improved business administration, school services rendered and teachers’ salaries. Points out that the most promising field for real economy in education is in the improvement of the revenue systems through which education is financed; suggests that progress will be made by acceptance of th: 1 See National Education Association, National Council of Education, Committee on Economy of Time in Education, p [ 202 ] id ¢ ght he Con subcom (Ernest * metho id arith tigatio LUSi¢ cluding uperin presen ‘inter 1- Icatior rry out rious] ols. In 3 must guard other porary sated r mis vil or ratior ent ot com rtures busi rence Its of Ctive s re- epor { Cc Edu the bili ved ‘red nNost Nn is ems ests the principle of equalization of educational oppor- rynity, through the revision of state tax systems and by abolition of the excessively small units school administration. Committee on Uniform Records and Reports hairman—R. Q. Stoops, Public Schools Jackson ile, IU. Uembers—N. L. Engelhardt, Harry S. Ganders {rch O. Heck, A. B. Meredith, Frank M. Phillips Scope and purpose—Two committees have been ap- pointed by the Department in 1910 to investigate the problem of uniformity in school records and re- ports. The first Committee made recommendations n 1911 and 1912. Devised a cumulative record card and, through the cooperation of the U. S. Bureau of Education, submitted various forms to superintend- ents for criticism. Also framed a schedule for re porting fiscal statistics. In 1925 the Committee named above was ap ointed to revise the 1912 report. The scope of the sriginal study was enlarged and topics added. Com- mittee sought to avoid being unduly dogmatic in its conclusions. The procedures described and the forms ised were intended to be suggestive and illustra tive rather than prescriptive. Reports—A preliminary report of the Department's first committee on uniform records and reports is contained in the Proceedings of the National Edu cation Association, 1911, p. 271-302. The final re port is as follows: 1, Smith, Payson, chairman. Report of the Commit- tee on Uniform Records and Reports. U. S. Dept of the Interior, Bureau of Education, Bulletin 1912, No. 3. Washington, D. C.: Government Printing Office, 1912. 46 p. Report signed by chairman and the following committee members: William H. Ei..> Charles M. Lamprey, George D. Strayer, and E. C. Warriner. Topics include state reports, city school reports, pupil records with special reference to the cumulative record card, and the report of fiscal statistics. bh . Stoops, R. O., chairman. “School Records and Reports.” Research Bulletin 5: 227-346; Novem- ber, 1927. Report of the Department’s second Commit- tee on Uniform Records and Reports. Deals with the following topics: financial records; pupil records, permanent and cumulative; census and attendance records; report of teachers to parents; personnel records; reports of superintendent and board to county or state; state reports to the public; state reports to the federal government; and report forms of the U. S. Bureau of Educa- tion. Committees on Relationships between Boards of Education and Superintendents of Schools Chairman (1917)—Charles E. Chadsey, Public Schools, Detroit, Mich. Members—J. H. Francis, E. U. Graff, Charles H. Judd, Charles S. Peterson, J. H. Phillips, Frank E. Spaulding, William G. Wilcox. Chairman (1928)—E. C. Hartwell, Public Schools, Buffalo, N. Y. [ 203 ] Vembers—Frank Cody, Zenos Scott, Paul C. Stet son, J. W. Studebaker Scope and purpos First group appointed as Con mittee on Relation between Boards of Education and Superintendents. Sources of information included a circular of inquiry sent to school superintendents bulletins of the United States Bureau of Education and current literature. Presented ten general prin ciples for adoption by the Department. Second con mittee drew up five definitions of powers and duties Re ports 1. Chadsey, Charles E., chairman. “Report of the Committee on Relation between Boards of Edu cation and Superintendents.” Proceedings, 1917 Vol. 55. Washington, D. C.: National Education \ssociation, 1917. p. 739-56. (Principles re printed in Official Report of the Department of Superintendence, 1932, p. 282-86.) Presents general principles of organization stressing the fact that the board of education is representative of the whole community, that it cannot perform directly the duties of administer ing the school system, and that in technical mat ters the superintendent should have the initiative 2. Hartwell, E. C., chairman. “Report of the Com- mittee on Relation of Boards of Education and Administrative Officers.” Proceedings, 1928. Vol. 66. Washington, D. C.: National Education Asso- ciation, 1928. p. 829-30. (Reprinted in Official Report of the Department of Superintendence, 1932, p. 281-82.) Submitted a statement of five principles, declar ing that the functions of the board of education should be legislative and judicial; that the su perintendent should be the board’s chief executive officer; and that the school staff should be re sponsible to the superintendent and appointed by the board only upon his recommendation. De fined superintendent's powers and duties regard ing adoption of textbooks, preparation of annual budgets, transfers, etc. NATIONAL EDUCATION ASSOCIATION, DEPARTMENT OF SUPERVISORS AND DIRECTORS OF INSTRUCTION James F. Hosic, Secretary, Columbia University New York, N. Y. Committee on Educational Supervision—1928 Yearbook Chairman—Leo J. Brueckner, University sota, Minneapolis, Minn. Uembers—A. S. Barr, O. G. Brim, W. H. Burton Alice M. Cusack, J. Cayce Morrison, Mary A. §S Mugan, Helen M. Reynolds. of Minne- Scope and purpose—Appointed in 1926 to prepare a yearbook which would deal with the general scope of supervision to be followed later by others that dealt with narrower aspects. Individuals were in- vited to contribute on various phases of the subject and an effort was made to secure varied points of view. Reports 1. National Conference on Educational Method. Educational Supervision; a Report of Current Views, Investigations and Practices. First Year- book. New York: Teachers College, Columbia University, 1928. 270 p. NATIONAL EpucaATION ASSOCIATION, DE- PARTMENT OF SUPERVISORS AND DIRECTORS OF INSTRUCTION (Cont.) Content is divided as follows: . The organization of supervision. This sec- tion includes descriptions of progressive state, county, and urban supervisory programs in different parts of the country. . The activities and training of supervisory officers. In this section are given summaries of researches. ». Aspects of supervisory technics. Supervisory activities which represent desirable practices are described. d. The philosophy of supervision; a symposium. Committee on Scientific Method in Super- vision—1929 Yearbook Chairman—Leo J. Brueckner, University of Minne- sota, Minneapolis, Minn. Members—O. G. Brim, W. H. Burton, W. S. Gray, Ernest Horn, James F. Hosic. Scope and purpose—Appointed in 1928 to study ob- jective methods of evaluating teaching and kindred subjects. Contributions were sought on_ specific points and statements published as submitted. Reports 1. National Conference of Supervisors and Directors of Instruction. Scientific Method in Supervision. Second Yearbook. New York: Teachers College, Columbia University, 1929. 307 p. Material is grouped under six general head- ings: present status of the problem, technics based on aspects related to the pupil, technics based on aspects of teacher activity, technics based on aspects of the recitation, technics for evaluating methods of making objective studies of classroom procedures, and technics for securing teacher participation in the study of educational prob- lems. An appraisal and summary conclude the volume. Committee on Current Problems of Super- visors—1930 Yearbook Chairman—J. Cayce Morrison, State Department of Education, Albany, N. Y. Members—Velda Bamesberger, William H. Burton, Mabel E. Simpson. Scope and purpose—Plan for yearbook approved January, 1929. Eight objectives formulated: a. To reevaluate the problems of supervision. b. To bring the entire Department together in a cooperative enterprise. . To discover the extent to which modern educa- tional movements are affecting educational prac- tices. . To discover the extent to which supervision has won the confident following of classroom teachers. . To find what types of supervisory services are most helpful to classroom teachers. . To point out the ways in which supervisory of- ficers seem to render the best supervisory service. g. To point the way to a better supervisory s h. To lay the foundation for more effecti search in supervisior. Communications were sent to all memb Department, asking them to keep for one daily record of all inquiries or requests fo received from teachers, and problems or ne: help observed. Also asked to give names of and poor teachers who regularly seek or who s seek help. A second inquiry was sent to teacher named in supervisors’ replies, asking what service. had proved helpful and what inadequate. Analysj, of these replies prepared under three headings teachers’ requests, other problems confronting sy pervisors, and teachers’ judgment of superyiso: help. Statements on technics and methods soug from selected group of supervisors. Reports 1. National Education Association, Department o{ Supervisors and Directors of Instruction. Curren; Problems of Supervisors. Third Yearbook. Ney York: Teachers College, Columbia Universit 1930. 252 p. An analysis of the status of supervision in th: public schools in 1929, emphasizing the problems of supervision rather than organization. Litt; interest shown by teachers or supervisors in in terpretation of aims. Newer movements in edu cation represent minor part of work of supe: visors. Only 3 percent of problems reported | supervisors involve use of standard tests. Eye: less interest in cooperative curriculum revisio: or developing units of work. Emphasis stil! 0: classroom observation. Indicates little effort to ward finding latent talent among teachers. “E\ dence points unmistakably to the fact that teach ers will respond to a high quality of supervisor: leadership; yet, left to their own resources, th« will tend to succumb to the influence of mino problems, such as pupil conduct, use of devices and daily routine.” Committee on Evaluation of Supervision— 1931 Yearbook Chairman—Clifford Woody, University of Mich- igan, Ann Arbor, Mich. Members—Delia E. Kibbe, George C. Kyte, Rudolph D. Lindquist, Worth McClure, J. R. McGaughy Jane Mingo, Paul T. Rankin. Scope and purpose—Hoped to stimulate those oc cupying supervisory positions to undertake th: evaluation of their activities on a more extensive scale. Five specific objectives indicated: a. To outline criteria to be applied in evaluatio: b. To present procedures essential in scientific eval- uation. c. To review existing literature and analyze tech nics employed in previous studies. d. To tabulate investigations conducted by mem- bership of Department. . To develop a check list by which those engaged in supervision can make a self-evaluation of their own work. Inquiry blanks seat to members, asking for info: mation concerning ‘ecent investigations undertake: by school systems whether subjective or objective [ 204 ] 1ent /u? rent . New versity in the Oblems Little in in Super ed by Ever Visior ill o1 rt to- “Evi- ‘each risor they nino Vices on— for case studies describing help given poor hers and how their progress was measured. Study concerned with: (a) evaluation of the results f supervision as contrasted with no supervision, nd (b) comparative evaluation of different types f supervisory procedure with a view to discovery f the most effective. eat Reports National Education Association, Department of Supervisors and Directors of Instruction. Ewvalua- tion of Supervision. Fourth Yearbook. New York: Teachers College, Columbia University, 1931 181 p. Stresses importance of formulating a philos- ophy of education before attempting an evalua- tion of supervision. Other factors complicate the problem, such as variation in types of supervisory organization, size of school systems, multiplicity of tasks supervisors are called upon to perform, and attitude of administrators, teachers, and lay- men toward it. Major factor in determining value of supervision should be its effects on pupils, teachers, parents, and subjectmatter. In addition, supervisory activities and characteristics of the supervisor should be taken into account. Includes concise statement of procedures involved in scien- tific investigation. Chapters on technics show a gradual evolution from the use of general ques- tionnaires to that of experimental procedure. Also provides supervisor with a check list for self-analysis. General conclusions warranted by investigations reviewed are that supervision is effective in furthering growth in pupils, that su- pervision resulting in superior growth in pupils has had its effect in changing teachers and teach- ing procedure, and that supervisory activities differ in their relative effectiveness. Committee on Supervision and the Creative Teacher—1932 Yearbook Chairman—Elma A. Neal, Public Schools, San Antonio, Texas. Members—Fred C. Ayer, Philip W. L. Cox, Carle- ton E. Douglass, Fannie W. Dunn, L. Thomas Hopkins, William J. Klopp, Ima L. Kuykendall, Worcester Warren. Scope and purpose—Purpose was to “set forth methods of releasing and capitalizing the creative energies of teachers, such as initiative, originality, individuality, self-directed thinking, inventiveness, growth of personality, variation from established or conventional practices, positive and purposeful learning.” Appeal sent to members of Department for case studies of worthwhile supervisory activities which result in releasing the creative energies of teachers. Subcommittee for the Compilation of Case Studies assembled and interpreted replies. By analyzing what is meant by creative super- vision and what technics may be employed to attain it, and by assembling illustrative methods it was hoped that resulting yearbook would be of help to both supervisors and teachers. Reports 1. National Education Association, Department of Supervisors and Directors of Instruction. Super- vision and the Creative Teacher. Fifth Yearbook. New York: Teachers College, Columbia Univer- sity, 1932. 348 p. [ 205 ] Greater part of volume devoted to case studies of creative activities of teachers from the kind: garten-primary grades through secondary schools rhree opening chapters deal with the problem aims, principles, and procedures of supervisio! in its relation to the teacher’s creative activities he stimulation of further creative work may brought about by: a. Professional reading and study b. Special conferences for evaluation of activities being worked o encouragement il already completed. c. Committee activities which grow out of pro lems and interests of teachers. d. Thesis writing on problems which have grown out of teacher’s own program of work e. Constructive activities involved in curriculun revision f. Assigned experimentation for teachers. better trained Official routine which sets up and guarantees freedom and facility in connection with varia tions from established practices q g. Committee on Effective Instructional Leader- ship—1933 Yearbook Chairman—Rudolph D. Lindquist, Ohio State Uni versity, Columbus, Ohio. Members—Orville G. Brim, Francis M. Garve: Elizabeth Hall, Ernest O. Melby, George D. Taylor Franklin M. Underwood, Clifford Woody Scope and purpose—Purpose was to stimulate think ing about the integration of supervisory organiza tion and activities, and critical discussion of the implications of effective instructional leadership Five objectives specified: a. To elaborate in greater detail the concepts under- lying the new ideals in education and their im plications for the organization and exercise of instructional leadership. To present characteristics of present supervisory and administrative organization and to account for the origin and functioning of these patterns of organization. c. To present the number and types of conflicts ham pering the effective functioning of educational leadership. d. To describe current methods utilized in resoly ing conflicts encountered. e. To formulate a set of guiding principles unde: lying the organization of effective instructional leadership. Data collected by means of two questionnaires One was sent to one hundred superintendents in large cities for information regarding existing re lationships in supervisory organizations. The second was sent to superintendents, supervisors, principals and teachers in the same school systems, and was designed to gather information concerning existing differences in educational or supervisory organiza- tion; whether effects of such differences were harm ful; and methods which would be employed in the resolution of an existing confliet. Reports 1. National Education Association, Department of Supervisors and Directors of Instruction. Effec- bs igi iy NATIONAL EpvucaTION ASSOCIATION, Ds- PARTMENT OF SUPERVISORS AND DIRECTORS OF INSTRUCTION (Cont.) tive Instructional Leadership. Sixth Yearbook. New York: Teachers College, Columbia Univer- sity, 1933. 183 p. A study of the problem of integrating super- visory organization and activities. Volume pri- marily theoretical and philosophic, a product of group thinking. Opposes practice of imposing pat- terns of thought upon teachers. Holds that an educational organization has for its purpose the growth and development of all the members of the organization, including administrators, super- visors, teachers, and pupils. The result of non- democratic methods is a teaching staff “intel- lectually dead.” Those responsible for leadership must have faith in the teacher’s capabilities. Suggests these characteristics of effective in- structional organization as essential: (a) con- sciousness of a goal; (b) uniqueness of form; (c) adaptability to changing conditions; (d) rec- ognition of sound leadership; (e) self-evalua- tion; and (f) increasing heterogeneity as well as increasing homogeneity. Committee on Scientific Method in Super- visory Programs—1934 Yearbook Chairman—Paul T. Rankin, Public Schools, Detroit, Mich. Members—Lawrence S. Chase, Prudence Cutright, Frances Dearborn, Manley E. Irwin, Helen K. Mackintosh, William T. Melchior, William C. Reavis. Scope and purpose—Appointed in March, 1930, to suggest ways in which each major activity involved in supervision may be carried on as scientifically as possible. These major activities may be classified as (1) the organization of supervision; (2) the planning of the supervisory program as a whole; (3) the appraisal of instruction; (4) the promotion of teacher growth; (5) the conduct of curriculum studies; (6) the preparation and installation of courses of study; and (7) selection and prepara- tion of instructional materials. Chapters represent as far as possible the best thinking of the whole committee. Reports 1. National Education Association, Department of Supervisors and Directors of Instruction. Scien- tific Method in Supervisory Programs. Seventh Yearbook. New York: Teachers College, Colum- bia University, 1934. 194 p. Concludes that the scientific method is not being applied as completely as possible in every phase of supervision nor in every community employing supervisors. Scientific procedures seem to be in fairly general use in the appraisal of in- struction and curriculum studies. Urges the utili- zation of scientific method in every supervisory act. Committee on Materials of Instruction—1935 Yearbook Chairman—Fannie W. Dunn, Columbia University, New York, N. Y. Members—Mildred English, Helen Hay Ernest Horn, Margaret M. Smith, Maycie S: Florence Stratemeyer, Willis L. Uhl. Scope and purpose—Appointed in May, 1933 deal primarily with printed materials for elementary and secondary schools. Other topi: clude philosophy, adaptation to different ty; curriculums, and different conceptions of me: criteria for the judgment of materials; sury: present cost of materials contrasted with th: of permanent equipment; and the problem of terials for individual work. Reports—Tentative title of report is Materia Instruction. Will be presented to the Depart as its eighth yearbook at the 1935 meeting. NATIONAL EDUCATION ASSOCIATION. DEPARTMENT OF TEACHERS COL. LEGES (AMERICAN ASSOCIATION OF TEACHERS COLLEGES) Charles W. Hunt, Secretary, State Normal Sc! Oneonta, N. Y. Committee on Raising Certification Require. ments Chairman—L. A. Pittenger, Ball State Teachers College, Muncie, Ind. Members—E. J. Ashbaugh, C. R. Foster, Gra Gammage, George A. Selke. Scope and purpose—Authorized in 1930 to make 4 study of the supply, demand, training, and certifi- cation of teachers. Confined itself to four phases the teacher-training problem: (a) the present teacher supply and demand; (b) the advisabilit of a more extensive use of our educational sources; (c) the improvement by teacher-training institutions of their product through selection and training; and (d) the contribution the state legis latures and teacher-training institutions can mak: toward raising the standard of the teaching pro fession. A questionnaire was sent to state depart ments of education. Other bases for final recommen dations were an analysis of previous studies and the Committee’s empirical judgment. Reports 1. Pittenger, L. A., chairman. “Raising Certifica tion Requirements.” Proceedings, 1931. Vol. 69 Washington, D. C.: National Education Associa tion, 1931. p. 897-910. (Also in Tenth Yearboo! of the Department, p. 119-32.) The findings of the Committee emphasize t! existence of a surplus of legally qualified teac! ers; diversity in respect to certification stand ards, although a gradual improvement is noted and the lack of any uniform program in teache: training institutions for eliminating those candi dates who are obviously unfit for teaching. Recommends in part that state departments o! education make studies of teacher supply and demand; that teacher-training institutions adopt uniform entrance standards; that teacher-train- ing work be more closely supervised by state de- partments of education; that certificates be issued only to graduates of institutions conforming to fixed standards; that special types of certificates be provided for; that the minimum academic re- quirement for elementary certificates be raised t four years beyond high school, and for secondary certificates, five years beyond high school; that [ 206 ] achers Grad lake ertifi- ses of resent abilit il re ‘ining l and legis make pro ‘part men and the ach and- ted her ndi Ss or and lopt the minimum requirement of professional train ing be twenty-four semester hours; that life ce: tificates be discontinued; that permanent certifi cates be validated every five years by evidence of professional growth through study; and that reciprocal relations be established among the states in respect to certification of teachers. Committee on Standards and Surveys Chairman—Thomas C. McCracken, Ohio Univer sity, Athens, Ohio. Members—Ned H. Dearborn, E. S. Evenden, Frank W. Thomas, Roscoe L. West. Scope and purpose—A standing committee of the Department which submitted a set of tentative standards in 1926. Since then the Committee has fevoted its efforts to a further study of the more controversial standards. Has sponsored individual investigations such as G. W. Rosenlof’s Librar) Facilittes of Teacher-Training Institutions (Con- tributions to Education, No. 347. New York: Teach ers College, Columbia University, 1929. 159 p.) and Harris Cook’s Training of State Teachers Col- lege Faculties (Contributions to Education No. 86. Nashville, Tenn.: George Peabody College for Teachers, 1931. 143 p.) Has been dependent on volunteered labor and therefore has not undertaken all the investigations it deems necessary and de- sirable. Reports—Since the Committee submitted a set of standards in 1926, subsequent reports in the Pro ceedings of the National Education Association have recommended changes: 1927, p. 908-12; 1928, p. 838-40; 1929, p. 901-8; 1930, p. 848-58; 1931, p. 882-85. Other statements are contained in the min- utes of the annual meeting of the Association which are published in the yearbook. The following report contains the standards submitted in 1926: 1. “Standards for Accrediting Teachers Colleges.” Proceedings, 1926. Vol. 64. Washington, D. C.: National Education Association, 1926. p. 841-47. (Also in Fifth Yearbook of the Department, p 9-15.) NATIONAL EDUCATION ASSOCIATION, NATIONAL COUNCIL OF EDUCATION Committee on Economy of Time in Education Chairman—James H. Baker, University of Colo- rado, Boulder, Colo. Members—Membership of original committee was as follows: Albion W. Small, William H. Smiley, Henry Suzzallo, James H. Van Sickle. Scope and purpose—First appointed in 1903 to re- port upon the desirability of an investigation of the culture element and economy of time in education. The subject was revived at the 1907 meeting of the Council. As the result of replies to a circular in- quiry, Chairman Baker urged that a study be made. Committee organized in 1908 and assigned phases of the problem as related to elementary, secondary, and higher education, the philosophy of education, and the sociological view. Enlisted the aid of a com- mittee representing the Department of Superintend- ence,’ and the cooperation of other associations and individual investigators. 1See National Education Association, Department of Superintendence, Committee on Economy of Time in Education, | Reports—Statements of progress have appears the Proceetings of the National Education Assoc tion: 1908, p. 466-78; 1909, p. 373-80; 1911, 222-26; and 1912, p. 507-24. Additional materi stimulated by the Committee is also contained in t! Proceedings. The final report was issued as a bulle tin of the United States Bureau of Education 1. Baker, James H., chairman. Report of the ¢ mittee of the National Council of Education Economy of Time in Education. U. S. Dept. o the Interior, Bureau of Education Bulletin, 1913 No. 38. Washington, D. C.: Government Print ing Office, 1913. 106 p. Committee convinced that by an economical use of materials and methods two years might be saved in the whole period of education. Pre poses the following divisions of the period ot ; general and special education: Elementary Education Secondary Education (two divisions 4 years and 2 years) College University (graduate school and pro fessional schools) Urges economy of time through selection and elimination of subjectmatter, vital methods of teaching it, and a closer relationship to modern life. Holds that the greatest waste in education is in the elementary schools. NATIONAL EDUCATION ASSOCIATION, RESEARCH DIVISION The Research Division was established in Marc! 1922. Its services include assistance to yearbook committees and other special groups of the Associa tion in the preparation of reports; provisions fo: answering requests for information on all phases of education; the collection of data by questionnaire or letter on subjects of current interest; and the maintenance, in cooperation with the Department of Superintendence, of a research service on a sub- scription basis. Information is collected periodically on teachers’ salaries, retirement systems, and schoo] legislation, and is made available through the Re search Bulletin, Studies in State Administration, the Special Salary Tabulations, and special publications The Research Bulletin is published five times year. Among the topics dealt with in recent months have been estimating school efficiency, crime pre- vention through education, the school board mem- ber, salaries in city school systems, constructive economy, current conditions in the nation’s schools state school revenue legislation, and education for character. NATIONAL EDUCATION ASSOCIATION AND AMERICAN MEDICAL ASSOCIATION Joint Committee on Health Problems in Edu- cation Chairman—Thomas D. Wood, Columbia Univer- sity, New York, N. Y. Members—Twenty-eight members authorized by Representative Assembly of the National Educa- tion Association. I [ 207 ] NATIONAL EpucaATION ASSOCIATION AND AMERICAN Mepicat Association ( Cont.) Scope and purpose—Organized in 1911, the result of the fusion of two separate committees of the National Education Association and the American Medical Association. Strives “to give constructive service in proposing optimum essentials, in clarify- ing health procedures, in conducting research, pre- paring reports, and disseminating knowledge for conserving and improving the health of school chil- dren and of teachers.” Financed by appropriations from the National Education Association and the American Medical Association. Cooperates with national organizations in making studies. National Education Association functions through the Department of School Health and Phy- sical Education in its relation to the work of the Joint Committee. Reports 1. Joint Committee on Health Problems in Educa- tion. Health Education. Rev. ed. Washington, D. C.: National Education Association, 1930. 251 p. Technical advisory committee of fifty special- ists organized in subcommittees to revise first edition of this report printed in 1924. Aim is to supply an authoritative compilation of technical statements and a consensus of professional opin- ions relative to health education. Defines health education as “the sum of the experiences, in school and elsewhere, which favorably influence habits, attitudes, and knowledge related to indi- vidual community and racial health.” . Wood, Thomas D., chairman. “Report of the Joint Committee on Health Problems in Educa- tion.” Proceedings, 1933. Vol. 71. Washington, D. C.: National Education Association, 1933. p. 179-81. (Similar reports in earlier Proceedings.) Lists publications since Committee’s organiza- tion in 1911, Outlines projects under way. NATIONAL FEDERATION OF MODERN LANGUAGE TEACHERS Charles E. Young, Secretary, 623 W. State St., Milwaukee, Wis. Committee on General Foreign Language Problems Chairman—Charles E. Young, University of Wis- consin, Milwaukee, Wis. Members—Otto F. Bond, Peter Hagboldt, W. H. Shield, Carleton Wheeler. Scope and purpose—Appointed in January, 1933, to make investigations, collect data, present reports, and make recommendations on subjects of general importance or interest to teachers of modern lan- guages. A subcommittee on phonetics and pronuncia- tion has been named under the chairmanship of James L. Barker to collect and classify material used in teaching pronunciation. Reports—Preliminary report on current experiments and research on modern languages was submitted at annual meeting of Executive Council of National Federation, St. Louis, December, 1933. NATIONAL LEAGUE OF NURSING E CATION 50 West 50th St., NewYork, N. Y. Committee on Education Chairman—lIsabel M. Stewart, Columbia U: sity, New York, N. Y. Members—Membership of twenty-two. Scope and purpose—Committee members appo in June, 1933. Committee deals with all matters taining to the undergraduate curriculum for sc! of nursing. Has organized subcommittees to ca out special studies. At present is engaged in set up standards for the establishment of courses graduate nurses in clinical specialities. Reports 1. National League of Nursing Education, Com tee on Education. A Curriculum for Schools Nursing. Rev. ed. New York: the League, 19 236 p. . Knapp, Louise. The Out-Patient Department the Education of the Nurse. New York: Nation League of Nursing Education, 1932. 73 p. . Stewart, Isabel M., chairman. The WNursi; School Faculty. New York: National League Nursing Education, 1933. 123 p. Committee on Standards Chairman—Nellie X. Hawkinson, 420 West 116: St., New York, N. Y. Members—-Evelyn Childs, Katharine Densford Adda Eldredge, Sally Johnsen, Laura Logan, Edna Newman, Blanche Pfefferkorn, Clara Querea Elizabeth Soule, Effie Taylor, Shirley C. Titus Claribel A. Wheeler, Anna D. Wolf. Scope and purpose—Appointed in June, 1933 formulate guiding principles which might be used as criteria for the purpose of determining what i; or what is not, a good school of nursing. NATIONAL PERSONNEL SERVICE, INC Committee on Research and Education Chairman—Anna Y. Reed, New York Universit New York, N. Y. , Members—Henry C. Link, Frank E. Spaulding L. L. Thurstone, Mrs. Howard W. Vernon, Georg: M. Wiley. Scope and purpose—To make researches or hol: round-table discussions on topics which bear upon the personnel field. At the present time @ number of groups are studying the effect of the Recover) Act and the present economic situation upon youth especially of college age, and upon adults who hold higher degrees. A study is now in progress, financed jointly by the National Personnel Service and the Carnegie Foun- dation, on factors in failure and success of college teachers, based on appraisals of college adminis trators. A publication is projected to consist of thre: parts: a general introduction; discussions of sele: tion of teachers and evaluation of teaching eth ciency, rusty, ineffective, and undesirable teachers and methods and devices for improvement of i: struction; Part III will comprise data on individua instructors. Data characterizing 969 outstanding [ 208 ] ichers and 219 “rusty’’ teachers have been fur shed by 227 arts colleges and 99 teachers colleges { supplemented from catalogs and Who’s Who. Reports—Publication entitled The Effective and In fective College Teacher is ready for ports published recently. Individual studies have een published under the auspices of the National! rsonnel Service, such as Anna Y. Reed’s Human Waste in Education (New York: Century Co., 1927 449 p.) and W. W. Charters and [. B. Whitley's Inalysis of Secretarial Duties and Traits (Balti re: Williams and Wilkins Co., 1924. 186 p. press. No NATIONAL PROBATION ASSOCIATION 50 West 50th St., New York, N. Y. Committee on Relationships between the School and the Juvenile Court Chairman—Justin Miller, Duke Dur Bm, C. Vembers—Membership of twenty-five. University, ham, Scope and purpose—Concerned with the develop ment of a program of educational publicity which will stress the importance of extending the school program to include more individual preventive work and which will emphasize to the public the need of pushing back the work for delinquents into the schools. Plans a fact-finding study as a project, to be based on field investigations of actual court school relationships and preventive programs. NATIONAL SOCIETY FOR THE STUDY OF EDUCATION Guy M. W hipple, Secretary, Clifton, Mass. Committee on Silent Reading—1921 Yearbook Chairman—Ernest Horn, State University of Iowa, lowa City, Iowa. Members—H. A. Brown, B. R. Buckingham, S. A Courtis, William S. Gray, M. E. Haggerty, Daniel Starch, Edward L. Thorndike, Guy M. Whipple, assisted by nine associates. Scope and purpose—Appointed to collect and pub- lish the results of such studies as had been made since the report of the Committee on Economy of Time in 1919. Decided to include data from in vestigations on the problem of reading and ex amples of concrete exercises. Reports 1. National Society for the Study of Education. Report of the Society's Committee on Silent Read ing. Twentieth Yearbook, Part II. Bloomington, Ill.: Public School Publishing Co., 1921. 172 p. Section I presents data on individual difficul- ties, development of speed, motivated drill work, measuring comprehension, and the contents of readers. Section II contains examples of class room exercises developed at Detroit, Cedar Rapids, Racine, and Iowa City. Committee on Social Studies in the Elemen- tary and Secondary School—1923 Yearbook Chairman—Harold Rugg, Columbia University, New York, N. Y. Members—A. S. Barr, John J. Coss, Henry Harap, R. W. Hatch, Howard C. Hill, Ernest Horn, Charles Marshall, Snedake rs H Judd, Le nm 4 Schweppe, Ma burne sé pe survey Earle Rugg Carleton W. and purpf Yearbook planned in practices in the teaching present illustrations and critic reorganizations current studies, and to ' ; ] praisals of proposed Reports 1. National Society for Social Stud es AY. hool. the Study of Educatio in the Elementary and Se: second Yearbook, Part I] Public School Publishing ¢ Cwenty ington, Ill 344 p. Presents an inventory of current practic theories, describes types of reorganized « in the social studies, and methods the scientific construction of curriculums. Con a critique of methods and result Urges the use of social and rriculum-making in the social studies proposes cludes with reorganization contem| problems in our economic life as a basis for « Committee on the Education of Gifted Chil dren—1924 Yearbook M. Whipple, Clifton of Michigan, Mass Ann \ Chairman—Guy merly of the University Mich. ) Members—Bird T. Baldwin, Helen Davis, Lillie R Ernst, Frank N. Freeman, T. S. Henry, Ernest Horn Harold Rugg, Leon O. Smith, Lewis M. Te Charles W. Waddle. rman Scope and purpose—Appointed to study the special provisions made for gifted children in public school systems and the problems of administration, cur riculum, and instruction that are involved. Sent letters to state and city superintendents of schools and others who were thought to be in touch current practices. Encountered difficulty in securing information concerning adaptations of the curricu lum and teaching methods. Permitted expression of individual Committee members with opinion by Reports 1. National Society for the Study of Education Education of Gifted Children. Twenty Yearbook, Part I. Bloomington, III School Publishing Co., 1924. 443 p. Describes the development of the idea of spe cial provision for the gifted in public schools methods of selection, and administrative phases of adaptation programs. Reports special studies of physical capacity, attainments of gifted children, comparison of achievements of gifted children in special classes with gifted children in ordinary classes, and of the careers of ac celerated children. T he third Public some Committee on Adapting the Schools to Indi- vidual Differences—1925 Yearbook Chairman—Carleton W. Washburne, Public Schools Winnetka, III. Members—Franklin Bobbitt, B. R. Buckingham, S. A. Courtis, William §S. Gray, Ernest Horn, Mackinder, Helen Parkhurst, A. H. Sutherland, Mary A. Ward, assisted by eighteen associates. Jessi Scope and purpose—Committee surveyed typical at tempts to adjust schools to individual differences. Considered nine specific questions on the effects of [ 209 ] ate. OO ECT hy epee NATIONAL SOCIETY FOR THE STupy OF Epu- CATION (Cont.) individual instruction in the light of statistical data furnished by certain school systems and individual investigators. Raises the issue of the desirability of complete individualization of instruction. Reports 1. National Society for the Study of Education. Adapting the Schools to Individual Differences. Twenty-fourth Yearbook, Part Il. Bloomington, Ill.: Public School Publishing Co., 1925. 410 p. Describes two main types of adjustment to in- dividual differences: one attempts adjustment without breaking up the basic class organization; the other provides for strictly individual progress in the common essentials, and with it, neces- sarily, much individual instruction. Cites experi- mental data on the effects of individual work. Notes the problems involved in any attempt at individualization of instruction, such as the se- curing of suitable textbook materials and the proper training of teachers. Outlines a tentative program of individualization. National Committee on Reading—1925 Year- book Chairman—William §. Gray, University of Chi- cago, Chicago, III. Members-—Frank W. Ballou, Rose Lees Hardy, Ernest Horn, Frances Jenkins, Sterling A. Leonard, Estaline Wilson, Laura Zirbes. Scope and purpose—Appointed in January, 1923, by Commissioner of Education John J. Tigert to make a study of important problems in reading and to prepare recommendations based on experimental evidence so far as possible and on expert opinion where such evidence is lacking. Secured from teach- ers and supervisors in more than fifty cities a list of reading problems that presented difficulty. Assigned one or more problems of major importance to each Committee member who was authorized to secure the assistance of experts in preparing a report. Committee aided by a grant from the Common- wealth Fund. Reports 1. National Society for the Study of Education. Re- port of the National Committee on Reading. Twenty-fourth Yearbook, Part I. Bloomington, Ill.: Public School Publishing Co., 1925. 356 p. Indicated three objectives of reading instruc- tion: (a) to provide a rich and varied expe- rience; (b) to establish strong motives for and permanent interests in reading; and (c) to develop desirable attitudes, habits, and _ skills. Outlines a modern reading program and de- scribes the relation of reading to content sub- jects and other school activities. Stresses the need for vigorous emphasis on reading as a thought- getting process and the subordination of the mechanics of reading to interpretation and ap- preciation. Committee on Extra-Curricular Activities— 1926 Yearbook Chairman—Leonard V. Koos, University of Chi- cago, Chicago, Il. Members—Fred C. Ayer, Charles R. Foster, Elbe, K. Fretwell, Joseph G. Masters, Merle ©. Prunt, W. C. Reavis, Earle Rugg, Paul W. Terry, assist: by eight associates. Scope and purpose—Appointed to assemble mate rials descriptive of current practice and opinion garding extra-curriculum activities in element and secondary schools. Any attempt to evalua would have delayed publication. Recognized vari: points of view. Utilized studies already made or j progress. Reports 1. National Society for the Study of Education Extra-Curricular Activities. Twenty-fifth Yea: book, Part II. Bloomington, Ill.: Public Schoo! Publishing Co., 1926. 280 p. Analyzes literature and presents a general su: vey of current practices. Discusses pupil parti pation in activities, financial administration, and such activities as school government, publica tions, honor societies, assemblies, athletics, and clubs. Five chapters are devoted to local pra tices in public school systems. Holds that evalua tion is imperative. Committee on Curriculum-Making—1927 Yearbook Chairman—Harold Rugg, Columbia University New York, N. Y. Members—William C. Bagley, Franklin Bobbitt Frederick G. Bonser, W. W. Charters, George § Counts, §. A. Courtis, Ernest Horn, Charles H Judd, F. J. Kelly, William H. Kilpatrick, George A. Works, assisted by twenty associates. Scope and purpose—Appointed in 1924, not to deter- mine what the content of the school curriculun should be, but to determine how that content should be selected and assembled. Surveyed and appraised current practices and reviewed the literature of cu: riculum making. Reports 1. National Society for the Study of Education. T/, Foundations and Technique of Curriculum-Mak ing. Twenty-sixth Yearbook. Bloomington, III. Public School Publishing Co., 1926. Part I, 475 p.; Part II, 238 p. Part I is devoted to a survey of curriculum making, past and present. Outlines the majo: movements and chief trends. Describes contem porary practice in both public schools and _pri- vate laboratory schools and gives examples of progressive curriculum construction. Part II presents the Committee’s views con cerning the theoretical foundations of curriculum construction. A composite statement discusses curriculum construction in the light of both study of child growth and effective social life, curric- ulum making and the scientific study of society, the school as a conscious agency for social im provement, the curriculum and social integra- tion, changing conceptions of learning and of the subjectmatter of the curriculum, the teach- er’s need for an outline of desirable experiences planned in advance, the place of the school sub- jects in instruction, continuous and comprehensi\ curriculum study, measuring the outcomes of in- struction, the role of teacher-training institutions in the reconstruction of the curriculum, and prob- [ 210] —~aen & = eo 2 me © ote OR Oo > mate ion t nentary vali ate Varied eC or in ication Year al sur artici Nn, and ublica- 8, and prac valua ersity, »bbitt. H eorge leter- ulum 1ould aised cu! The A ak Ill. i p.: lum ajor em pri- ; of “On lum sses udy ric- ety, im ra- ot ch- ces ib- iv in- ns »b- lems of administrative adjustment in curriculum making. Volume includes supplementary state ments by committee members and concludes with representative quotations from Dewey’s written statements and those of the Herbartians and their critics. Committee on the Possibilities and Limita- tions of Training—1928 Yearbook Chairman—Lewis M. Terman, Stanford University, Stanford University, Calif. Members—William C. Bagley, Bird T. Baldwin, Carl C. Brigham, Frank N. Freeman, Rudolf Pint- ner, Guy M. Whipple, assisted by fifty associates. Scope and purpose—Appointed in 1924 to initiate research on the limitations of educability. Major emphasis was placed on the exposition of new in- vestigational results on both the possibilities and limitations of training with special reference to the relative influence of nature and nurture upon scores in intelligence and achievement tests. A study of foster children was financed by a grant of $15,000 from the Commonwealth Fund divided equally be- tween Chicago and Stanford Universities. Finan- cial contributions were also made by the Carnegie Corporation, Colorado State Teachers College, Den- ver Public Schools, and other donors in an effort to obtain factual data through controlled experimenta tion. Reports 1. National Society for the Study of Education Nature and Nurture. Twenty-seventh Yearbook. Bloomington, Iil.: Public School Publishing Co., 1928. Part 1, 465 p.; Part II, 397 p. Part I deals with the influence of nature and nurture upon intelligence. Following a state ment on the statistical hazards involved in na ture-nurture investigations, the volume is devoted to the factors that may influence intelligence scores, namely, family resemblance, social en- vironment, race differences, schooling, health o1 physique, and coaching or special training. Part II considers the influence of nature and nurture upon achievement. Discusses such fac- tors affecting achievement scores and general school performance as intelligence, school at- tendance, teaching ability or school methods, school expenditures, and effort. Section II deals with factors that influence special traits, such as mechanical ability, handedness, and the tendency toward deceptive behavior. Volume concludes with summaries of research in such related fields as transfer of training, effects of practice on in- dividual differences, and the determiners of the intelligence quotient and the educational quotient. Committee on Preschool and Parental Edu- cation—1929 Yearbook Chairman—Lois H. Meek, Columbia University, New York, N. Y. Members—Bird T. Baldwin, Arnold Gesell, Patty Smith Hill, Douglas A. Thom, Edna Noble White, Helen Thompson Woolley, assisted by thirty asso- ciates. Scope and purpose—Appointed in 1925 to survey the present status of the movement for preschool and parental education. The Committee’s work was made possible by a grant from the Laura Spelman Rockefeller Memorial, supplemented by an appro priation from the Society. Planned a unified year- book that would be the product of the Committee, not of individual contributors. Organized subcom mittees to aid in the preparation of special sections Reports 1. National Society for the Study of Education Preschool and Parental Education. ‘Twenty eighth Yearbook. Bloomington, ILll.: Public School Publishing Co., 1929. 875 p. Yearbook stresses the educational significance of the preschool period in a child’s lite. Part I contains chapters dealing with general history and basic considerations, followed by surveys of such agencies as the family, day nurseries, wel fare centers, clinics, and nursery schools. Also indicates the necessity for the professional train ing of leaders. Part II discusses methods of edu cating young children and parents, and includes reports of research in child development Committee on Arithmetic—1930 Yearbook Chairman—Frederick B. Knight, State University of Iowa, lowa City, lowa. Members—W. A. Brownell, B. R. Buckingham, G. T. Buswell, C. E. Greene, R. L. West, assisted by twenty-seven active members of the Society. Scope and purpose—Appointed in 1928. Attempted to discuss certain crucial problems of arithmetic in such a way as to bring out both theoretical as- pects and practical applications. Committee decided not to embody specific and detailed suggestions for classroom procedure. Reports 1. National Society for the Study of Education Report of the Society’s Committee on Arithmetic Twenty-ninth Yearbook. Bloomington, IIl.: Pub lic School Publishing Co., 1930. 749 p. Part I deals with some aspects of modern thought on arithmetic, its social value, curric- ulum, method, testing work, and teacher prepara- tion. Part II is devoted to research relating to arithmetic, and presents two types of material first, a classification of the entire body of pub lished research; and second, a series of new re search studies. The Committee challenges the “reductionist’ point of view and the social utility theory of curriculum making. Significant data on the types of quantitative knowledge possessed by children on entering school and the value of drill are given in Part II. The discussion of the value of diagnostic and remedial work summarizes cur rent thought on that phase of instruction. Committee on Rural Education—1931 Year- book Chairman—Orville G. Brim, Ohio State University Columbus, Ohio. Members—Julian E. Butterworth, Katherine M Cook, Fannie W. Dunn, Norman Frost, George A. Works, assisted by fourteen active members of the Society. Scope and purpose—Authorized in 1928. Function was twofold: to make a summary and appraisal of the status of rural education in the United States, and to set forth the conclusions of its leaders con { 211] NATIONAL SOCIETY FOR THE STUDY oF Epu- CATION (Cont.) cerning guiding values and principles of procedure. Major portion of 1931 report devoted to a critical summary of existing literature. Published therefore as “First Report of the Committee.” Reports 1. National Society for the Study of Education. The Status of Rural Education. Thirtieth Year- book, Part I. Bloomington, IIl.: Public School Publishing Co., 1931. 272 p. Includes a statement of principles as formu- lated by the chairman. The remaining ten chap- ters deal with factual material, on such topics as: availability of schools in rural communities, the rural school curriculum, teacher preparation for rural schools, and rural school administra- tion, supervision, and finance. Committee on the Textbook—1931 Yearbook Chairman—J. B. Edmonson, University of Michi- gan, Ann Arbor, Mich. Vembers—W. C. Bagley, B. R. Buckingham, G. T. Buswell, W. L. Coffey, N. B. Henry, F. A. Jensen, C. R. Maxwell, Raleigh Schorling, assisted by Ell- wood P. Cubberley and H. G. Richey. Scope and purpose—Program launched in 1925. Financed by appropriations from the Society, ex- cept for an investigation of typographical prob- lems, which three Boston publishers volunteered to undertake jointly. No effort made to provide a treat- ment of all phases of the textbook problem. Choice of topics made largely in terms of the special in- terest of contributors. Reports 1. National Society for the Study of Education. The Textbook in American Education. Thirtieth Yearbook, Part II. Bloomington, III.: Public School Publishing Co., 1931. 364 p. Twenty-two statements were finally formu- lated, of which the following are representative: a. The educational interest of the pupil must be the primary consideration in appraising plans for making and selecting textbooks. . The selection of textbooks is the prerogative of the educational personnel of the schools. . The cost of textbooks is so negligible a part in the total cost of education that further in- crease in cost is fully warranted where neces- sary to secure better instructional material for pupils. . Free textbooks should be provided in all public schools. . The Committee believes that the state is not a desirable unit for textbook adoption. f. State publication of textbooks is unwise, un- economical, and educationally unsound. . The critical trial of instructional materials in classrooms before publication in textbook form is commended. . The use of the plan of secret committees in textbook selection is not good educational prac- tice. Teachers, as the users of textbooks, should have a voice in their selection, but effective participation requires special competence. j. The study of approved methods and sta: for selection should be emphasized in th. fessional preparation of teachers. Committee on the Teaching of Science— Yearbook Chairman—S. Ralph Powers, Columbia Univ: New York, N. Y. Members—Gerald S. Craig, Francis D. Curtis, \ chairman, Elliot R. Downing, Charles J. Pie Ralph K. Watkins, assisted by four active mem of the Society, and a reviewing committee of t! members. Scope and purpose—Authorized in 1930. Assu that its task was to assemble and interpret materia showing the trends in the teaching of science to formulate recommendations for further wor) Attention directed primarily to problems associat with the planning of a program for the teachin of science. Reports 1. National Society for the Study of Education Program for Teaching Science. Thirty-firs Yearbook, Part I. Bloomington, Ill.: Public Sch Publishing Co., 1932. 370 p. This volume presents: first, a general plan { an integrated program of science teaching; ond, an adaptation of this general plan to t! successive grades of each of the administratiy units of the public school; and third, a suggest: program for the education of teachers of s ence. The following program was proposed: Grades I-VI: A program of elementary s ence. Objectives selected for their contributio: to enlargement of understanding of phenome: that are important for their relation to comn experiences. Grades VII-IX: A program of science, the jectives of which are selected for their contri! tion to enlarged interpretations and exploratio: and guidance. The recommendation for grade seven to nine is the same whether the work | organized on the 8-4 or 6-6 plan. Grades X-XII: A program of senior-hig! school science. Objectives selected so as to p vide for the beginnings of specialization. Courss are elective and will be taken by students wh elect to do intensive study of related objectives At least two fields for special study will be open the biological and the physical. Larger schoo!s may extend the offering of other special sciences to include such courses as the demand may jus tify. National Advisory Committee of the Ameri can Association of University Women’s Co- operative Study of Current Changes and Experiments in Liberal-Arts Education— 1932 Yearbook Director of Study—Kathryn McHale, American .\s sociation of University Women, Washington, D. C Members—M. E. Haggerty, J. B. Johnston, Rob: L. Kelly, Leonard V. Koos, Robert D. Leigh, Alex ander Meiklejohn, Ellen F. Pendleton, Aurelia }! Reinhardt, David A, Robertson, Agnes L. Rogers David Weglein, Guy M. Whipple. Eight regiona! committees also took part in the study. [ 212] sun ateria e al work Clate i¢ hing e and purpose—Was begun in January, 1930 y sending to colleges invitations to cooperate [Three hundred and fifteen colleges cooperated by giving information regarding their experiments. Information was compiled and edited by Kathryn McHale and the staff of the American Association ,§ University Women, with the collaboration of the Advisory Committee. The yearbook states, p. 1, that the study “was stimulated by two definite needs to furnish the facts concerning the status of the beral-arts college in changing education; and to btain, through a systematic, comprehensive survey, lata sufficient for forming judgments as to the worth of the new ventures, since published sporadic reports and announcements have not indicated the scope or quality of them.” Reports 1. National Society for the Study of Education Changes and Experiments in Liberal-Arts Edu cation. Thirty-first Yearbook, Part II. Blooming- ton, Ill.: Public School Publishing Co., 1932. 310 p- Discusses current changes and experiments; describes in some detail 128 outstanding experi ments; selects seven major phases of experimen tal change; quotes authorities on future possibili ties in liberal-arts education. No formal recom mendations. Chooses as of major importance the following phases of experimental change: 1. Deviations from the four-year homogeneous unit. The reorganization of content to emphasize fields of learning. «. Honors work, the tutorial method, and general examinations. d. The adjustment of the curriculum to the in- dividual student. e. Learning through experience. f. The junior year abroad. g. Achievement tests and substitutes for course credits. Committee on the Teaching of Geography— 1933 Yearbook Chairman—A. E. Parkins, George Peabody College for Teachers, Nashville, Tenn. Members—Robert M. Brown, Earle E. Lackey, Edith Parker, Douglas Ridgley, De Forest Stull, Zoe Thralls, assisted by twenty-seven active members of the Society. Scope and purpose—Authorized in 1930. The public school phases of geography were emphasized: the teaching of geography in the public school, the curriculum for the public schools, and research in educational geography relating to the public schools. The Committee assumed that geography has a place in school curriculums, and therefore made no at- tempt to justify its inclusion. Reports 1. National Society for the Study of Education. The Teaching of Geography. Thirty-second Year- book. Bloomington, IIl.: Pubiic School Publish- ing Co., 1933. 615 p. The Yearbook is divided into six sections: “Section I is devoted to a brief characterization of some of the textbooks used in our schools dur- ing the century just closed and to the contribu- tions of geography in modern life, as viewed by specialists. { 213 ] ‘Section Il sets forth the development ence of teaching geography. “Sections III and IV discuss the place of g raphy in the curriculum and the curri geography. “Section V then takes up the techniques and equipment needed for carrying out the curricula i. e., it deals with methods, tests and measure ments, teacher training, and the so ( and handling of geographic materials used in teach ing of geography. “Finally, in Section VI have been gathered re ports and analyses of investigations in the teac] ing of geography. In addition, Section V1 contains reports of numerous minor invest tions and statistical studies undertaken for the Yearbook.”—“Introduction,” p. xiv-xv Committee on School Buildings—1934 Year book Chairman—N. L. Engelhardt, Columbia sity, New York, N. ¥ Members—H. W Anderson R I Hamon Fra W. Hart, Joseph H. Hixson, T. C. Holy Arth B. Moehlman, J. W. Studebaker, assisted by twet ty-nine active members of the Society Scope and purpose—Appointed in 1931. Decided to emphasize the numerous difficulties involved ir school-building planning that boards of educatio: and superintendents have sought in vain to meet successfully. Planned to present a constructive p1 gram that will help all participating in sch building planning. Purposely omitted floor plans and photographs. Material presented primarily from point of view of schoolman, but also obtained « operation from architects. Reperts 1. National Society for the Study of Education. 7 Planning and Construction of School Build Chirty-third Yearbook, Part I. Bloomington, I]! Public School Publishing Co., 1934. 337 p Yearbook divided into six sections: the p ophy of the school plant, school-plant plannins policies, educational services, architectural sery ices, constructional service, and financial aspects of the problem. Declares that the basic purpos« of the school plant is to serve as a facilitatin; agency to the instructional process; the charac ter of the plant will be determined therefore by the educational policies in operation and_ the hilos number of children. Indicates a need for con stant appraisal of the efhciency of operation of the school-plant activity in relation to the efh ciency of instruction. Discusses fundamental po cies and outlines the responsibilities, in carryin forward a building program, of superintendents, principals, and teachers, as well as of architects Committee on the Activity Movement—1934 Yearbook Chairman—Lois C. Mossman, Columbia Unive sity, New York, N. Y. M embers—Adelaide M. Aver, Mildred English Arthur I. Gates, William S. Gray, Ernest Horn James F. Hosic, W. H. Kilpatrick, E. E. Oberholt zer, E. M. Sipple, assisted by fifteen members of the Society NATIONAL SOCIETY FOR THE StupDy oF Epvu- CATION (Cont.) Scope and purpose—Appointed in 1930, under the chairmanship of F. G. Bonser. Confronted with difficulties of overlapping and interchangeable ter- minology, confusion of activity programs with pro- gressive education, lack of unity among proponents of the activity movement, fundamental differences in educational theory, and the problem of appraisal. Committee formulated the following purposes: a. To secure a historic treatment of the movement as it has emerged from the past. b. To attempt to define the movement, showing its spread of meanings and its central tendencies. . To prepare a descriptive statement that may serve to illustrate sincere ways in which the move- ment has been developing. . To secure critical evaluation of the movement. . To study the situation relative to evaluation and to attempt to present some constructive sugges- tions. . To try to bring into focus the fundamental is- sues involved in studying this activity movement and thus stimulate critical thinking. . To make constructive suggestions. as individual Committee members, including certain statements upon which agreement between members was found. Reports 1. National Society for the Study of Education. The Activity Movement. Thirty-third Year- book, Part II. Bloomington, Ill.: Public School Publishing Co., 1934. 320 p. Includes historic treatment of the subject, defi- nition based on opinions of educators, illustra- tions of applying the principle of activity, com- ments and criticisms by educational leaders in universities and in the field, and an attempt at evaluating the learning product. Final chapters devoted to a statement of controversial issues, of principles with which there is a measure of Com- mittee agreement, and of opinions-held by in- dividual Committee members. Committee gen- erally agrees that interest is essential to intel- ligent effort, but is not the sole criterion in judg- ing the worth of an educative enterprise; that the success of an activity program ca!ls for a superior teacher; and that more knowledge of the individual child and a greater understand- ing of child nature is required than teachers now customarily possess. Committee on Educational Diagnosis—1935 Yearbook Chairman—Leo J. Brueckner, University of Min- nesota, Minneapolis, Minn. Members—G. T. Buswell, Willard C. Olson, Paul T. Rankin, John L. Stenquist, Lee E. Travis, Ralph W. Tyler. Scope and purpose—Appointed in December, 1932. The purpose is to array for teachers and clinical workers an authoritative statement concerning our present knowledge of methods of diagnosing the na- ture and causes of learning difficulty, symptoms by which various types of difficulties may be detected, methods of averting the incidence of such difficul- ties, and methods for remedying those that develop. Learning is being defined broadly to includ, behavior of the individual in all types of situations; hence the Yearbook will deal wit! problems as delinquency, use of leisure time, appre. ciations, etc., in addition to a comprehensive + ment of difficulties in learning in school. A speci! feature will be the emphasis placed on the n logical-physiological aspects of learning. The dis. cussion will involve a systematic survey of the major research pertinent to the problems of learn ing. Reports—Will be published in 1935. Committee on the Organization of Higher Education Chairman—L. D. Coffman, University of Minnesota Minneapolis, Minn. Members—Names not known, except M. E. Hag gerty, who represents the Board of Directors . the Society. Scope and purpose—A preliminary conference was authorized at the February, 1933, meeting of the So ciety’s Board of Directors, to discuss the situation in the various states with respect to the function and interrelation of various institutions of higher edu cation. At its meeting in June, 1933, the Board au thorized the preparation of a yearbook on this topic having received a favorable report from the pre liminary conference. Reports—Date of publication not definitely dete: mined. Committee on International Relations Chairman—James T. Shotwell, Columbia Univer- sity, New York, N. Y. Members—William C. Bagley, J. Montgomery Gambrill, Heber Harper, Jesse H. Newlon, William F. Russell. Scope and purpose—Authorized in 1933, to study the ways and means for securing a better treatment of international relations in the curriculums of the public school system. Reports—Date of publication not definitely deter mined. Committee on the Scientific Method in Edu- cation Chairman—Harold Rugg, Columbia University, New York, N. Y. Members—Boyd H. Bode, W. W. Charters, S. A Courtis, Newton I. Edwards, Frank N. Freeman, Arthur I. Gates, Karl J. Holzinger, Ernest Horn, John K. Norton, George D. Stoddard, M. R. Trabue, Ralph W. Tyler, Goodwin Watson, Kimbal! Young, assisted by the following collaborators: J McKeen Cattell, John Dewey, Charles H. Judd, and Edward L. Thorndike. Scope and purpose—Appointed in March, 1933, t make a critical analysis and interpretation of thirty years of use of the scientific method in education. Reports—Tentative date of publication of a two section Yearbook on the science of education set for 1937, by action of the Society’s Board of Directors June 29, 1933. { 214] The lis. y Of the of learn Higher nNnesota > 4. Hag tors of Ice Was the SO ition in on and r edu- rd au 3 topic, e pre deter liver- mery lliam study ment F the eter Committee on Music in the Public Schools Chairman—Willis L. Uhl, University of Washing ton, Seattle, Wash. VUembers—Other members not yet appointed. Scope and purpose—Appointed in February, 1934, to consider aims, methods, and results of music in the public schools. NATIONAL SOCIETY OF COLLEGE TEACHERS OF EDUCATION Fowler D. Brooks, Secretary, De Pauw Univer sity, Greencastle, Ind. Committee on Current Educational Readjust- ments in Higher Institutions—1929 Year- book Chairman—William S. Gray, University of Chi cago, Chicago, III. Members—Grover H. Alderman, M. E. Haggerty W. W. Kemp, R. J. Lecnard, Shelton Phelps, Floyd W. Reeves. Scope and purpose—Purpose of the yearbook com mittee was to describe current efforts to improv instruction in higher institutions and to summariz¢ the results of published studies relating to instru tion in academic and professional schools. Reports 1. National Society of College Teachers of Edu- cation. Current Educational Readjustments in Higher Education. Yearbook No. 17. Chicago University of Chicago Press, 1929. 178 p. Describes efforts being made to improve in- struction in liberal arts colleges, teacher-training institutions. and professional schools. Also sum marizes investigations made concerning instruc tion. Committee on Quantitative Measurement in Institutions of Higher Learning—1930 Yearbook Chairman—Clifford Woody, University of Michi- gan, Ann Arbor, Mich. Members—Earl Hudelson, Herschel T. Manuel, Luella C. Pressey, George D. Stoddard, Herbert A. Toops, Frank C. Touton, Ben D. Wood. Scope and purpose—Appointed in 1928. Following principles observed in preparation of Yearbook: to present a résumé of current literature rather than results from a questionnaire; to present a critical review rather than summation; to summarize out standing tendencies revealed by investigation; and to interpret the words “quantitative measurement” to involve the use of proper experimental and statis- tical technics. Also circularized membership of So- ciety to determine their attitudes. Reports 1. National Society of College Teachers of Educa- tion. Quantitative Measurement in Institutions of Higher Learning. Yearbook No. 18. Chicago: University of Chicago Press, 1930. 253 p. Contains discussion emphasizing meaning and significance of the movement, summaries of out- standing investigations, and a selected bibliog- raphy. [215] Committee on the Contribution of Educa- tional Psychology to Teacher Training— 1932 Yearbook Chairman—Louis A. Pechstein, University of Cin cinnati, Cincinnati, Ohio. Members—Fowler D. Brooks, Arthur I. Gates. Caz ter V. Good, Frederick B. Knight, Mark A. May, Joseph Peterson, G. M. Ruch, Herbert A. Toops, W. Clark Trow, L. W. Webb Scope and purpose—Sought to discuss major issues, not details. To avoid any overlapping with National Survey of the Education of Teachers the Com mittee avoided analysis of curriculums in teacher- training institutions. Not restricted to summaries o1 experimental studies. Each member assumed inde pendent responsibility for his contribution, which was printed over his name. No attempt was made to reconcile conflicting viewpoints of contributors Reports 1. National Society of College Teachers of Edu cation. The Direct Contribution of Educationa Psychology to Teacher Training. Yearbook Ni 20. Chicago: University of Chicago Press, 1932 154 p. lopics include: the contributions which edu cational psychology is making to the selection of students for entrance into institutions of higher education, the place of educational psycholo in the teacher-training curriculum itself, method ology of teaching the science, the final grading of students and their certification, the calibe: and equipment of teachers of educational psy- chology, and an extensive bibliographical study Committee on the Philosophy of Education— 1933 Yearbook Editor—W. H. Kilpatrick, Columbia University, New York, N. Y. Members—Contributors in addition to the editor are as follows: Boyd H. Bode, John L. Childs, John Dewey, H. Gordon Hullfish, R. B. Raup, V. 1 Thayer. Scope and purpose—Authors individually concluded that the social-economic situation makes the out- standing demand on education. The Society re quested a yearbook in the philosophy of education The decision was to deal directly with the social economic situation and its interaction with educa tion, and in this way to show the philosophy of edu cation at work. Through conferences the Commit tee sought to effect a single outlook and a consistent argument. Chapters assigned to individuals Reports 1. National Society of College Teachers of Edu cation. The Educational Frontier. Yearbook No 21. Chicago: University of Chicago Press, 1933 325 p. (Also published by D. Appleton-Century Co.) Includes discussion of the following topics: the confusion in presentday education; the social- economic situation and education; the new con- ception of the profession of education; the new adult education; the school—its task and its ad- ministration; professional education from the so- cial point of view; and the underlying philos ophy of education. NATIONAL SocieTy or CoLLeGe TEACHERS oF EpucaTion (Cont.) Points to confusion in presentday education. Contends that real education humanizes men, not by molding them into unthinking acceptance of preestablished patterns, but by stimulating them to a continuous reconstruction of their out- look on life. Believes that at present educators are insensitive to the need for reconstruction in which we find the new educational frontier. De- clares that society requires planning, but notes a difference between a society that is planned and a society which is continuously planning. Not only must the school as such be sensitive to the varied needs of the growing child, but it must also see that the needs are met. It must consciously deal with conditions and enter fur- ther into the adult world. Wherever people need to learn in order to meet life, there education has a positive obligation. The whole population needs to become students of life and civilization. The profession of education therefore must so en- large its customary thinking as to accept respon- sibility for helping as best it can in this new adult field of study. The school is not asked to accept sole respon- sibility for the remaking of society. Because it i out of relationship with the social order, it is frequently the least effective of all the forces that play upon the student. The Committee pleads therefore for an improved and enlarged edu- cation, which will participate in projecting ideas of social change and will take part in their ex- ecution. Committee on Courses for the Training of Teachers—1935 Yearbook Chairman—Thomas Alexander, Columbia Univer- sity, New York, N. Y. Members—Frank P. Bachman, Frank E. Baker, J. B. Edmonson, Forest C. Ensign, Walter J. Gif- ford, Charles H. Judd, W. W. Kemp, Alonzo Myers, Raleigh Schorling, Willis L. Uhl. Scope and purfose—Authorized in 1933 to examine and evaluate courses for the training of teachers. Will probably make its appraisal of curriculums and professional subjects on the basis of data already available in the National Survey of the Education of Teachers and in other recent research studies. First meeting was held at convention of the So- ciety, February 24-28, 1934. Reports—Will be published as the 1935 Yearbook of the Society. NEW YORK COMMISSION ON VEN- TILATION Chairman—C.-E. A. Winslow, Yale Medical School, New Haven, Conn. Members—Membership (1926-29) was as follows: Rufus Cole, Dwight D. Kimball, Frederic S. Lee, George T. Palmer, Earle B. Phelps, Edward L. Thorndike. Scope and purpose—Appointed as the New York State Commission on Ventilation in 1913 at the re- quest of the New York Association for Improving the Condition of the Poor to undertake extensive research in devising a satisfactory system of room ventilation. In order to give the Comm prestige and power, it ‘was made a quasi-o commission appointed by the Governor of York, but to serve without expense to the Financed by the Milbank Memorial Fund. was to be used by Association’s Department cial Welfare, also supported by the Milbank | Earlier work reported in 1923. Reconstituted as th, New York Commission on Ventilation in 192 the invitation of the Milbank Memorial Fund. ( pleted its work in 1931. Reports 1. New Ventilation. New York: E. P. 620 p. A highly technical report of investiga: undertaken by the Commission. Part I deals w the physiological significance of the various fa tors in ventilation, with special reference to t! effects of air conditions on health, comfort, efficiency. Part II summarizes studies of t! practical results achieved by the use of vario methods of schoolroom ventilation. . New York Commission on Ventilation. Sc/ Ventilation; Principles and Practices. New York Teachers College, Columbia University, 1931 73 p. This is the final contribution of the Commis sion. Following its reorganization in 1926, a series of technical reports appeared in issues of School and Society and the American Journal 0} Hygiene, 1927-31. This report reviews the Com mission’s ,investigations and those of other con tributors. Concludes that the window-gravity method of ventilation for school classrooms (in the absence of specific local unfavorable condi tions) is as satisfactory as the fan system and is generally more satisfactory. Indicates the need for revision of existing laws and regulation which would limit the ventilation of schoolhouses to the single system of mechanical ventilation PAYNE FUND 1 Madison Ave., New York, N. Y. President—Mrs. Chester C. Bolton. Secretary—Ella Phillips Crandall. The Payne Fund was organized on September | 1927 and incorporated in 1929. Its purpose is to con tribute through research and through the use of the printed word, motion picture, and radio to the deve! opment, understanding, and practice of intelligent citizenship. At present it is financing four projects (a) the teaching of motion picture appreciation, an outgrowth of the studies made by its Committee o1 Educational Research which are described below (b) the Civics Research Institute; (c) basic English as a new international auxiliary language of 85' words; and (d) radio research, which is being di rected by Dr. Charters at Ohio State University The Fund also has cooperated with the Ohio State Department of Education in organizing the Ohi School of the Air, and supports the work of the Na tional Committee on Education by Radio. York State Commission on Ventila: Dutton Co., 19 Committee on Educational Research Chairman—W. W. Charters, Ohio State University. Columbus, Ohio. { 216] Sch York 193] nmis 26, a es or al of om con iVity indi and eed ion uses n yn the e] nt Viembers—Herbert Blumer, Paul G. Cressey, Edga Dale, Wendell Dysinger, Frank N. Freeman, Philip M. Hauser, P. W. Holaday, Mark A. May, R. E. Park, Charles C. Peters, Samuel Renshaw, Chris- tian A. Ruckmick, Frank K. Shuttleworth, George 1. Stoddard, Frederick M. Thrasher, L. L. Thur ne, Ben D. Wood. Scope and purpose—In 1928 the Executive Directo: £ the Motion Picture Research Council invited a group of university psychologists, sociologists, and educators to confer on the problem of what effect motion pictures have on children. A program of study was proposed to secure authoritative and im- ersonal data which would make possible a more ymplete evaluation of motion pictures and their social potentialities. \ppropriation made by Payne Fund. Work ex tended through four years, 1929-32, inclusive. Employed technic of analyzing a complex social problem into a series of subordinate problems, select ing competent investigators to work upon each of the subordinate projects, and integrating the find ings of all the investigators as a solution of the nitial problem. [he studies fall into two groups: one, the meas irement of the effect of motion pictures upon chil dren and youth as regards information, attitudes, emotions, health, and conduct; the other, the study f current motion-picture content and children’s attendance at motion-picture theaters to see what they come in contact with when they do attend them. Reports—The Payne Fund Studies consist of twelve studies published in nine volumes under the title of Motion Pictures and Youth. The titles are as fol lows: 1. Charters, W. W. Motion Pictures and Youth: A Summary. New York: Macmillan Co., 1933. 66 p. Published separately and also combined with: Holaday, Perry W., and Stoddard, George D. Getting Ideas from the Movies. 102 p. Three general conclusions are indicated: first, the motion picture is a potent medium of educa- tion; second, for children the content of current pictures is not good; and third, the motion-pic- ture situation is complicated by the influence of home, school, companions, and community cus- toms. 2. Peterson, Ruth C., and Thurstone, L. L. Motion Pictures and the Social Attitudes of Children. New York: Macmillan Co., 1933. 75 p. Com- bined with Shuttleworth, Frank, and May, Mark A. The Social Conduct and Attitudes of Movie Fans. 1933. 142 p. Dysinger, W. S., and Ruckmick, Christian A. The Emotional Responses of Children to the Motion-Picture Situation. New York: Macmillan Co., 1933. 122 p. Combined with Peters, Charles C. Motion Pictures and Standards of Morality. 285 p. 4. Renshaw, Samuel; Miller, Vernon L.; and Mar- quis, Dorothy. Children’s Sleep. New York: Macmillan Co., 1933. 242 p. 5. Blumer, Herbert. Movies and Conduct. New York: Macmillan Co., 1933. 257 p. 6. Blumer, Herbert, and Hauser, Philip M. Movies, Delinquency, and Crime. New York: Macmillan Co., 1933. 233 p. w [217] Dale, Edga How To I ppreciate Motion P tures. New York: Macmillan Co., 1933. 243 The following volumes are not yet publishe 8. Dale, Edgar. The Content of Motion Pictu New York: Macmillan Co. To be combined w Children’s Attendance at Motion Picture same author 9. Cressey, Paul G., and Thrasher, Frederick M Boys, Movies, and City Streets. New York: Ma millan Co 10. Forman, Henry James. Our Mowte-Made ( , dren. New York: Macmillan Co., 1933. 288 A popular summary of the findings of search studies listed above. PEABODY CONFERENCES ON EDUCA TION AND RACIAL ADJUSTMENT Secretary of Executive Committee—R. B. Elea Commission on Interracial Cooperation, Atlant: Ga. VU embers—Other members of the Executive Commit tee were as follows: W. W. Alexander, Jessie Daniel Ames, J. L. Clark, Dennis H. Cooke, W. ¢ Jackson, U. W. Leavell, N. C. Newbold Scope and purpose—Three conferences have b« held at George Peabody College for Teachers, Nash ville, Tenn., 1931-33. The meetings were financed by a special grant made to the Commission on Interracial Cooperation by the Carnegie Corpora tion. The purpose of the first conference was to consider the opportunity and obligation of Souther: educational institutions—colleges and public schools —to make a constructive contribution to the South's peculiar problems of race relations. Sixty Southe educational leaders attended. A follow-up confe ence was held in 1932. The 1933 meeting was tended chiefly by representatives or state depart ments of education in the thirteen Southern states Reports 1. Peabody Conference on Dual Education in the South. Education and Racial Adjustment. Atlan ta, Ga.: Executive Committee of Conference (703 Standard Bldg.), 1931. 78 p. Contains addresses delivered during the Con ference. Reports also a study to determine what contribution Southern colleges are making to ward intelligent interracial adjustment. 2. Peabody Conference on Education and Race R« lations. Education and Racial Adjustment. At lanta, Ga.: Executive Committee of Conference (703 Standard Bldg.), 1932. 63 p. Reports the addresses and findings of the se ond Peabody Conference. Urges the teaching of classes in race relations. PHI DELTA KAPPA 1180 East 63d St., Chicago, Ill. Committee on Evaluating the School Program Chairman—John K. Norton, Columbia University, New York, N. Y. Members—William G. Carr, Rudolph D. Lindquist Scope and purpose—Formed in 1933 to cooperate with the Joint Commission on the Emergency in Education in the preparation of a guide for groups re ee eee ee Put Devta Kappa (Cont.) studying the issues confronting education in the new era. The Committee was requested to prepare a manual for discussion groups based on a series of issues in education. Reports 1. National Education Association and Department of Superintendence, Joint Commission on the Emergency in Education. Evaluating the Public Schools. Washington, D. C.: National Education Association, 1934. 48 p. (Also published as the February, 1934, issue of Phi Delta Kappan.) Designed to aid in frank discussion of current educational problems. The issues raised are pre- sented to encourage educators and lay groups to use a constructive and cooperative approach in discussing school problems. Report contends that public education in the long run will become what it should be only as its aims and its methods are understood and approved by the people. Following a review of the place that education should occupy in the life of today, which is char- acterized as an age of science, of increasing leisure, of rapid change, and of collective action, five major issues are analyzed in detail: a. Is the basic principle of universal education at public expense valid? b. At what point should education at public ex- pense begin? :. At what point should education at public ex- pense end? . What are the points of strength and weak- ness in the American public school system? e. What principles should govern the financing of the public schools? A supplement is devoted to a discussion of con- ference procedures. PI LAMBDA THETA Mrs. Elizabeth G. Nardin, Secretary, 7404 Bennett Ave., Chicago, Ill. Committee for the Conservation of Education Chairman—Genevieve Knight Bixler, 5466 Wood- lawn Ave., Chicago, II. Members—Ethel Mabie, Elise Martens, Carolyn G. Mitchell, Harriet Mott. Scope and purpose—Appointed in September, 1933, to formulate materials to aid chapter officers and program chairmen in planning programs for the year’s study of current vital problems. Reports—Two bulletins have been issued to date. Bulletin number one, which appeared in October, 1933, presents a unit of study on the emergency in education in a series of four suggested programs or the cause, effect, economies and retrenchments, and long-time provisions. Bulletin number two consists of one hundred selected references on education during the depression. PRESIDENT’S RESEARCH COMMITTEE ON SOCIAL TRENDS Chairman—Wesley C. Mitchell, National Bureau of Economic Research, New York, N. Y. Members—Alice Hamilton, Shelby M. Harrison, secretary-treasurer; Charles E. Merriam, vice- chairman; Howard W. Odum, William F. Og director of research. Scope and purpose—In September, 1929, Presi Hoover named a Committee to examine and to re port upon recent social trends in the United § with a view to providing such a review as n supply a basis for the formulation of large nat policies. A generous grant of funds from the Ro feller Foundation made _ investigations poss Numerous institutions and individuals assisted the course of the work. An expert staff was recruited from universities and other scientific institutions Investigations were begun early in 1930 and con cluded in 1932. Reports 1. President’s Research Committee on Social Trend; Recent Social Trends. New York: McGraw-H Book Co., 1933. 2 vols. 1568 p. Summary of findings presented in twenty-nin signed chapters. Points out that the problems before the nation fall into three groups: the natural environment or man’s physical heritag: which changes little and slowly; the biological heritage, which also changes slowly; and the cul tural environment called civilization, the socia heritage, in which change is going forward rapidly. Volumes present records, not opinions; such knowledge as may serve as a basis for social action, rather than recommendations as to the form which action should take. Contributors bound by limitations of scientific method which restricted researches to the analysis of objective data. Chapter VII on education points out the trans formation in education since 1875 as regards scope and agencies. Deals with such topics as curriculums and organization, teachers and teach- ing problems, administration and control, and scientific studies of education. In addition the Committee is publishing thi: teen volumes of special studies and supporting data, giving in greater detail the facts upon which the findings rest. The following mono graph on education has been issued: . Judd, Charles H. Problems of Education in th. United States. New York: McGraw-Hill Book Co., 1933. 214 p. This monograph supplements and extends the chapter on educational trends which is contained in the Committee’s general report. Chapter head ings include: the new status of children, incoo: dination of administrative units, problems of in- struction, school administration, finance, educa tion for adults, and scientific studies of education PROGRESSIVE EDUCATION ASSOCIA- TION 714 Jackson Place, Washington, D. C. Commission on the Relation of School and College Chairman—Wilford M. Aikin, John Burroughs School, Clayton, Mo. Members—Membership of twenty-eight. Represents both colleges and secondary schools. The following fifteen members form a Directing Committee: Wil- ford M. Aikin, chairman, Willard W. Beatty, Boyd { 218 ] Og TeESidens ind t ed § as m Nationa ie Rocke Poss) le sisted ll recruited titutions nd con Trends aw-Hi! ity-ning ‘Ooblems S: the eritagy logical he cul socia] rward nions: social to. the butors which eCtive rans yards rs as each- and thi: ‘ting Ipon Dno th: ook the ned ad- Or in- ‘a Qn A. SS Ve ae H. Bode, C. S. Boucher, Carl C. Brigham, Burton p, Fowler, Will French, Herbert E. Hawkes, John B. Johnston, Robert D. Leigh, John A. Lester, Max McConn, Jesse H. Newlon, Marion E. Park, Eugens R. Smith. 1930, as the Scope and purpose—Appointed in and Secondary “Committee on College Entrance Schools.” Financed by the Carnegie Corporation. Chairman Aikin devotes a large measure of his time to the direction of the experiment. Its goal is the changing of the relationship between secondary schools and colleges, so that the secondary school can fulfill its obligation to its students. College en trance requirements have heretofore prevented ef fective experimentation with progressive educa- tional practices on the secondary-school level. Has developed a plan by which more than two hundred and fifty of the leading colleges have con sented to admit recommended graduates of a s¢ lected group of progressive secondary schools with- out holding to formal college entrance requirements The experiment will cover a five-year period, be- ginning in the fall of 1936. Nearly thirty secondary schools have been selected, representing public and private, coeducational and non-coeducational insti- tutions, in all parts of the United States. The Direct- ing Committee will supervise all aspects of the plan, render service to the cooperating secondary schools, and study the college records of the students ad- mitted under the plan. The purpose of this plan is “to permit these few selected schools to engage in progressive experimen tation and still send a fair proportion of their graduates on to college, and thus to enable both the schools and the colleges to find out whether students prepared in accordance with progressive ideas will do better or worse in college than those students who meet the existing requirements.”—Progressive Education, November, 1933, p. 368. Reports—Reports of progress, describing the plan outlined above, have appeared in Progressive Edu- cation, April, 1931, p. 318-20; April, 1932, p. 291-94; October, 1932, p. 440-44; and November, 1933, p. 367-80. Commission on the Secondary School Curric- ulum Chairman—V. T. Thayer, Ethical Culture School, New York, N. Y. Members—Willard W. Beatty, Helen Merrill Lynd, Katharine Taylor, Caroline Zachry. Scope and purpose—Appointed in May, 1933. Has received a grant from the General Education Board for preliminary work. In general it is planned that the Commission shall consist of individuals particularly qualified and trained in educational philosophy and psychology, educational administration, and the subjectmatter fields of secondary and higher education. The work of the Commission and conference groups which are to be organized is to be guided by an executive committee, the effort being to promote curriculum construction and organization in accordance with a continuous and careful scrutiny of, and reference to, educational principles and the findings of ex- perts in the field of psychology of the individual’s emotional and intellectual life. [ 219 ] Committee on Adult Education Chairman—Harold Ri New York, N. Y. VU embers—Willard W Columbia University IZ, Beatty, Edmund deS. Brun ner, Lois H. Meek, John Herring, Frederick I Redefer. Scope and purf Appointed in May, 1932, “for the purpose of formulating, in cooperation with nation-wide Committee aims other national bodies, a program of education on the adult level. . to sponsor and aid the formation of adult ‘study groups, no matter under what auspices they started. It plans to develop educational techniques for group organization and group thinking. In ad ating economic forums on a wide- ing are dition to stimul spread scale, the committee also plans to foster cul- tural education in the larger sense.”—Progressive Education, November, 1933, p. 434 Is endeavoring to secure funds for the establish ment of a national central clearing-housre for social economic education, which would provide the fol lowing services: a. Serve as a central planning agency for social economic education. b. Provide an indispensable central publications and information service. the institute for leaders. c. Establish a regional program education of group d. Provide radio and press service for the social economic education of adults. e. Measure and appraise results. Committee on Home and School Relations Chairman—Lois H. Meek, Columbia University, New York, N. Y. Members—Rose H. Alschuler, LeRoy Ralph P. Bridgman, Anna S. Hammond, Osborne, Perry Dunlap Smith, Ruth Wanger, Helen L. Witmer. Scope and purpose—Appointed in May, 1933. Is interested in studying home-school relations and in developing the underlying philosophy of the parent program. Bowman, Ernest teacher The committee this year has been working in an advisory capacity with the Child Development In stitute of Teachers College, Columbia University where an intensive study of home-school ships is being made in a few progressive schools This study has been made possible by the appoint ment of a fellow to the Child Development Institute by the National Council of Parent Education. The Committee, through its discussions, has been able to give advice and consultation on this study. relation Committee on Progressive Education in Rural Schools Chairman—Allan Hulsizer, Georgetown, Del. Members—Orville Brim, Elsie Clapp, Fannie W Dunn, Marian Gary, Helen Hay Heyl, Morris Mitchell, Norma Smith, John Spargo. The Com- mittee has organized ten regional committees to work on various phases of the rural problem Scope and purpose—Appointed in June, 1932. Fi nanced by small grant from General Education Board. The aims of this committee are “to promot: PROGRESSIVE EDUCATION ASSOCIATION ( Cont.) cooperation between progressive rural workers and to disseminate information which may promote per- sonal and public action in the improvement of rural education.” — Progressive Education, November, 1933, p. 434. Study is being made of these questions: a. What are rural resources and how are schools making use of them? . What special adjustments are needed and are being made? . What means can be used to evaluate activities of schools developing progressively ? Reports i. “The Committee on Rural Schools.” Progressiv: Education 9: 444-46; October, 1932. A progress report on plans and organization. Committee on School and Community Rela- tions Chairman—Elsie R. Clapp, Ballard Memorial School, Louisville, Ky. Members—Rose Alschuler, Willard W. Beatty, F. J. Kelly, Lois H. Meek, R. B. Raup, W. Carson Ryan, V. T. Thayer. Scope and purpose—Appeinted in May, 1933. “This Committee is seeking opportunities to demonstrate how education can become an integral part of community life and welfare. The chairman has in- vestigated the community units which are being planned by the Tennessee Valley Authority in the hope of obtaining a possible cooperative enterprise with the government in this development. The Com- mittee is also planning to discover and publicize whatever centers of community education are now in operation, whether they are in schools, colleges, health or social centers.”"—Progressive Education, November, 1933, p. 434. Committee on Social and Economic Problems Chairman—George S. Counts, Columbia Univer- sity, New York, N. Y. Members—Willard W. Beatty, Merle E. Curti, Charles L. S. Easton, John §. Gambs, Sidney Hook, Jesse H. Newlon, Frederick L. Redefer, Goodwin Watson. Scope and purpose—Appointed in 1932. “Organized to deal with the general problem of the formulation of a policy with respect to the relation of the schoo! to society and particularly to social and economic questions."—Front flap of Report. Reports 1. Committee of the Progressive Education Asso- ciation on Social and Economic Problems. 4 Call to the Teachers of the Nation. New York: John Day Co., 1933, 31 p. Describes the present paradox in American society—starvation in the midst of plenty. States that this paradox is due to a conflict between the ideals of American political philosophy and the realities of American economic organization. Says that teachers must take a part in clari- fying the purposes of American society. First they will have to formulate a realistic program for education, which will require them: a. To restate the philosophy of education b. To reorganize school procedures. c. To redefine the teacher’s position in s d. To change present methods of teache: ing. . To assume increasing responsibility fo: cial leadership. The teacher too comm knows little and cares less about the trou of the world. The teacher should accept responsibilities as a citizen in political { cultural controversy. This responsibility mus: be assumed by the teaching group as a w! —they cannot succeed as individuals. Committee on the Emergency in Educati and on Federal Support for Education Columbia University Chairman—Paul R. Mort, New York, N. Y. Members—H. W. Anderson, Sidney B. Hall, Robe M. Hutchins, Charles A. Lee, A. D. Simpsor Fletcher H. Swift. Scope and purpose—Appointed in December, 1933 financed by small grant from General Educatio: Board. “As today’s catastrophe in education is but the climax of a chronically unsound condition, th: remedy must be fundamental and not palliative In order to contribute the soundest judgment toward the ultimate solution of the problem and to aid i: the development of a program upon which all edu cational organizations may unite, the President of the Progressive Education Association has appointed a Committee on the Emergency in Education of this Association, composed of a limited number of men who are believed to be highly qualified, throug! experience with problems of schooi finance and taxes, to render valid judgments with regard to solution for the emergency.’—Progressive Edu tion, December, 1933, p. 441. Reports 1. Mort, Paul R. “National Support for Our Publi: Schools.” Progressive Education 10: 441-43; De cember, 1933. A general statement by the chairman, of issue. and basic principles. Asserts that federal sup port for education is essential. Committee on the Training of Teachers fo: Progressive Schools Chairman—Laura Zirbes, Ohio State University Columbus, Ohio. Scope and purpose—Appointed in 1931. Financed by a small grant from the General Education Board Instructed to report plans for a more extended pro gram. “Among the functions of this committee ar: the development of progressive practises in the training of teachers; the collection and dissemina tion of information that will be of help to classes in teacher-training schools; and the encouragemen: of scientific studies that will analyze and evaluate progressive education. They plan to investigate and reinterpret state requirements in education in orde: to foster experimental approaches to teacher-train ing problems. An analysis of what is essential in the functioning and development of progressive teachers has been undertaken.”—Progressive Edu cation, November, 1933, p. 435. [ 220 ] tion Nn so ler fo: omm trou ccept ical ity m a wi ucati n IVersity Robe iMpsor , 1933 Icatio; is but Mn, the iative OWard aid ir I edu Pnt of INted f this - men rough and to du: 7 ubli¢ De sues sup for ity 40d Reports Beatty, Willard W n the Training of Schools.” Progressive Education 9: 294-98; April 1932. “Report of the Committe: Teache: s for Pr ogressiv¢ Recommended creation as a permanent com mittee. A program is outlined. ROCKEFELLER FOUNDATION 49 West 49th St., New York, N.Y President—Max Mason. The Rockefeller Foundation was incorporated in 1913 to promote the well-being of mankind through- yut the world. In furtherance of this general pur- ose the program is at present directed toward the idvancement of knowledge in the fields of public health, the medical sciences, the natural sciences, the social sciences, and the humanities. The Foun- dation gives assistance, both directly and through aid in the training of personnel, to universities, in- stitutions and organizations carrying on research of 1 fundamenta! character in these fields, and pro- vides fellowships and grants in aid of research, idministered directly or through other institutions JULIUS ROSENWALD FUND 4901 Ellis Ave., Chicago, Ill. President—Edwin R. Embree. Margaret Sargent Simon. Secretary The Julius Rosenwald Fund was incorporated in 1917 for charitable, scientific, educational, and re ligious purposes. The trustees were instructed to distribute not only interest but principal within twenty-five years after the death of the donor. The Fund has centered its activity in the general field of racial adjustments, chiefly through efforts to improve the condition of the American Negro. Dur- ing the years 1931-33 the Fund brought to conclu sion its program of aid in the building of school houses for Negroes in the southern states. This ac tivity, which was started by Mr. Rosenwald pet sonally in 1913, has resulted in the building of 5357 individual schoolhouses in 883 counties in fifteen southern states. Once erected, the schools became a part of the public school system. The Fund has recently been giving increasing attention to the problem of general education for Negroes on the college level and has aided four college centers in Washington, Atlanta, Nashville, and New Orleans. In addition to its special interests in Negro wel- fare, the Fund has been interested in medical eco- nomics, public health, public administration, and general education. Several enterprises to which the Fund kas contributed are described in other sec tions of this directory. It is cooperating with eleven counties in seven southern states in the development of a county-wide library service, Negro and white. SECONDARY EDUCATION BOARD Milton, Mass. Committee on the Curriculum Study Chairman—Howard T. Smith, Milton Academy, Milton, Mass. Secretary—Homer W. LeSourd, Milton Academy, Milton, Mass. The General Committee included twenty-tire members. Subcommittees headed by members of Gen eral Committee included nearly thirty other persot Subcommittees were appointed on “Relations the Colleges, ‘Transfer from Elementa t Secondary Schools” and on ten school subje: Scope and purpose—Started work in January, 1929 Received grants in aid from Carnegie Cor The Committee “was concerned first wit ciples which should form the basis for the curri ulum and serve as guides to the subject committees Ihe application of these principles required the con struction of sample curricula of different types, with special attention to the earlier years of the second ary period. The subject committees in turn studied their own fields directly and made use of the r sults of such recent investigations as were available By questionnaires and by the distribution of tenta tive reports through the ofhce of the Board they sought the fullest expression of opinion from the schools in the Board membership and from othe sources as well.” Report, p. 6. Reports 1. Secondary Education Board. Report of a Siudy of the Secondary Curriculum. Rey Mass.: the Board, 1933. 313 p Presents a series of seventeen formal resolu fundamental principles I he se res lutions tions which state the guiding the Committee’s work. * point directly toward three means of liberaliza tion. In the first place, there is to be considera tion for individual differences, both in regard t exploration in the earlier, and concentration in the later years. Second, this regard for the indi vidual’s needs is not to be thwarted by conforn ity to present college entrance requirements; th« schoolboy and the schoolgirl are to have con work and _ expressio tinuous opportunity for through music, the household arts, and studi and shop activities. In the third place, at all stages of the school course artificial divisions between and within subjects shall be minimized and the different fields of knowledge connected and related.”—Report, p. 10 A general curriculum is outlined for 7-12, indicating recommended time allotments to orades grade the various subjects. Provision is indicated fo variations, electives, and parallel curriculums Outlines of subject offerings by grades are given for English, classical languages, modern foreign languages, mathematics, natural science, socia studies, religious and ethical education studio and shop activities, and home economics music SOCIAL SCIENCE RESEARCH COUNCIL 230 Park Ave., New York, N. Y. Commission of Inquiry on Public Service Per- sonnel Chairman—L. D. Coffman, University of Minn sota, Minneapolis, Minn. Ralph Budd, A. J Members—Louis Brownlow, Day, Charles E. Merriam. Director of Research—Luther H. Gulick. Scope and purpose—Appointment announced in Jan uary, 1934. Survey to be financed by the Spelmar Fund. SOCIAL SCIENCE RESEARCH CoUNCIL ( Cont.) The Commission will consider policy and method in the recruiting, selection, compensation, training, promotion, and tenure of administrative and tech- nical public employees. The study will include elec- tive, appointive, and civil service positions, in local, state, and national units of government. “Problems with which the commission is expected to deal will include the need of specialized training for many positions; the method of selection; com- pensation and the relative rewards in public and private service; pensions; the spoils system; lessons to be learned from European experience; and the creation of a public attitude calling for improve- ment in public personnel generally.”—National Municipal Review, January, 1934, p. 44. Reports—A report is expected by the end of 1934. Southern Regional Committee Chairman—Benjamin B,. Kendrick, North Carolina College for Women, Greensboro, N. C. Members—Wilson Gee, Walter J. Matherly, George F, Milton, Charles W. Pipkin, George W. Stocking, Raymond D. Thomas. Scope and purpose—Appointed in 1929, to assist in developing a keener research consciousness and a finer productivity among the universities and col- leges of the South. “Early in its program of activi- ties, the Committee was brought forcibly face to face with the realization that if its work of pro- moting social science research in the South is to be really effective it must concern itself with the im- provement of certain fundamental factors which are basic to the pursuit of research in educational institutions everywhere.” Reports—A study which is being carried on for the Committee by H. W. Odum is nearly completed and should be published late in 1934, probably by the University of North Carolina Press. This in- vestigation, under the title “A Southern Regional Study,” deals with the economic, political, and social background of education in the South. The only study published for the Committee as yet is the following: 1. Gee, Wilson. Research Barriers in the South. New York: D. Appleton-Century Co., 1932. 192 p. Reports on a survey of migration of social scientists to and from the South, and on univer- sity and college salaries, teaching loads, and ad- ministrative attitudes towards research. Of the findings on migration, says: “These data would seem to confirm the widely existent opinion that for many decades a steady stream of the best in intellectual and leadership qualities has been pouring from out the borders of the South toward superior advantages elsewhere, and that this region has given in larger measure than it has received in return.” Gives the following comments on status of college faculties: “On the average, the Southern professor carries a teaching load approximately thirty per cent greater than his Northern or Western colleague. Moreover, he performs this heavier amount of work for a salary averaging around one-third less. This heavier teaching load reacts detrimentally upon the effectiveness of the teaching done in the South. If the South is to furnish its quota of productive scholarship, it is imperative that teaching loads must materially lightened ip all of the classes of stitutions in this region. No matter how mu professor may desire to do research, if he neither the time nor the energy, he cannot do SOCIETY FOR THE PROMOTION opr ENGINEERING EDUCATION F. L. Bishop, Secretary, University of Pittsburg) Pittsburgh, Pa. Investigation of Engineering Education Chairman of Board of Investigation and Coordina tion—Charles F. Scott, Yale University, New Haven, Conn. Members—Frank Aydelotte, F. L. Bishop, H. § Boardman, Mortimer E. Cooley, H. S. Evans, Du gald C. Jackson, Dexter S. Kimball, O. M. Leland, George B. Pegram, A. A. Potter, R. I. Rees, R. | Sackett, C. E. Seashore, R. A. Seaton, F. E. Tu; neaure. Director—W. E. Wickenden; Associate Directo: H. P. Hammond. Scope and purpose—A comprehensive survey of engineering education was undertaken in 1923 as a cooperative undertaking in which engineering schools should actively participate. The work was planned and conducted by a staff under the direc tion of a Board of Investigation and Coordination Special committees of the Society and faculty com- mittees of numerous schools cooperated. The study was financed by the Carnegie Corporation for a three-year period. Additional funds to conclude th: project were secured from the National Engineering Societies and individuals interested in the field o! study. Investigations were to be “directed to a study of the objects of engineering education and the fitness of the present-day curriculum for preparing the student for his profession.”” The various projects were grouped in five divisions: studies relating to personnel — students, graduates, and_ teachers; studies of curriculums and methods of instruction; studies of supplementary services of the engineer ing colleges and of the costs of engineering educa tion; studies of the relationship of engineering to the professions and industry, and compilations of opinions; and studies of engineering education in Europe. Reports 1. Society for the Promotion of Engineering Edu cation. Report ef the Investigation of Engineer ing Education, 1923-29. Pittsburgh: the Society (F. L. Bishop, sec., University of Pittsburgh), 1930. Vol. I, 1039 p. Contains preliminary reports, 1926-29, and summaries of the various studies which were issued as special bulletins of the Society. . Society for the Promotion of Engineering Edu- cation. A Study of Technical Institutes. Pitts- burgh: the Society (F. L. Bishop, sec., Univer- sity of Pittsburgh), 1931. 281 p. A report of a collateral project to the Investi- gation of Engineering Education. Urges establish- ment of technical schools to give a more inten- sive and practical training than that now pro- vided by the engineering colleges. Contends that industry is understaffed with men of scientific and technical education, a situation which war- { 222] must Ps of mu F he it do IN OF tshur yh n Ordina New ctor ering c was direc ation com- study Iness the jects g to ers: ion; eer ica r to of in rants an expansion of technical education aboy the present level of the secondary schools. UNITED STATES OFFICE OF EDUCATION Washington, D. C. The U. S. Office of Education was established in 1867 “for the purpose of collecting such statistics and facts as shall show the condition and progress of education in the several States and Territories, and of diffusing such information respecting the organization and management of schools and school systems, and methods of teaching, as shall aid the people of the United States in the establishment and maintenance of efficient school systems, and otherwise promote the cause of education through out the country.” Studies are conducted in part by a permanent staff of specialists in the major fields of education and at times by temporary workers engaged in special projects. The Office diffuses information through its many publications, conferences, letters answering inquiries, and addresses by staff mem pers before educational meetings. Among its publications the Biennial Survey of Education and the Educational Directory are stand- ard reference tools. Bulletins represent studies of permanent value; pamphlets contain material in rapidly changing fields; leaflets and mimeographed circulars deal with material of current interest School Life is the official monthly journal of the Office. In the federal program of assistance to unem ployed persons through education during 1933-34, the Office has acted as adviser to the Federal Emer gency Relief Administration and has cooperated with the War Department in launching an educa- tional program among the camps of the Civilian Conservation Corps. Surveys and projects other than regular staff studies are described below. Advisory Committee on Parent Education Chairman—Edna N. White, Merrill-Palmer School, Detroit, Mich. Executive Secretary—Bess Goodykoontz, U. S. Of- fice of Education, Washington, D. C. Members—Membership consists of present and former members of the governing board of the National Council of Parent Education: Adelaide Baylor, Ralph P. Bridgman, secretary, Kathryn McHale, Mary E. Murphy, Flora Rose, Louise Stanley, George D. Stoddard. Scope and purpose—Appointed in January, 1934, in cooperation with the National Council of Parent Education. General program financed by Federal Emergency Relief Administration funds. A grant of $26,000 from a foundation will provide for ex- penses of supervisory service in each state for the programs of parent education going forward under the Civil Works Administration. Will provide train- ing for parent education workers. One project is the preparation of an annotated list of films on parent education. Reports—A handbook for leaders of parent educa- tion groups is available from the U. S. Office of Education or the National Council of Parent Edu- cation, 60 East 42d St., New York, N. Y. [ 223 ] Advisory Committee on Survey of Occupa tions for the Deaf and Hard of Hearing Director Bess Goodvkoontz, I S. Othce of I duc a tion, Washington, D. C.: Assistant Directors, Elise H. Martens and Herbert E. Day. Members—Elbert E. Gruver, Percival Hall, John E. Kratz, Howard McManaway, Norman McMan away, Betty Wright Scope and purpose—Appointed in January, 1934 “to determine the types of occupations for which deaf and hard-of-hearing young people can be suc cessfully trained, and to discover employment pos sibilities for them under Civil Works and Public Works Administrations.”—Release from U. S. Of fice of Education, January 19, 1934, p. 1. Financed by $86,000 grant from Civil Works Ad ministration. Supervisory service to be donated by executives of schools for the deaf, and others in terested in the welfare of the deaf. Field service is to be rendered by workers from the ranks of the unemployed. “The field workers will be responsible for making contacts with deaf and hard-of-hearing adults within their respective territories. They will also interview the employers of these persons. They will secure the information needed for an analysis of the occupational history and problems of the deaf and hard-of-hearing, which will be trans mitted through the volunteer supervisors to the Office of Education in Washington. It is expecte that the survey will yield much information whic! will be of value to educators of the deaf and hard of-hearing.” Informal Advisory Committee on the Emer gency Education Program Chairman—Morse A. Cartwright, American Asso- ciation for Adult Education, New York, N. Y. Members—Arthur E. Bestor, Jerome H. Bentley Mollie Ray Carroll. Scope and purfose—Appointed in November, 1933 to advise the Commissioner of Education regarding development of the Emergency Education Program and to report from time to time on the way in whicl the program is developing in various states. National Advisory Committee on Emergency Nursery Schools Chairman—Edna N. White, Merrill-Palmer School Detroit, Mich. Members—Executive Committee: For the National! Association for Nursery Education—Abigail A Eliot, treasurer, Lois H. Meek; for the Association for Childhood Education—Edna D. Baker, secre tary, George Stoddard; for the National Council of Parent Education—Ralph Bridgman, Edna N., White, chairman; for the U. S. Ofhce of Educa tion—Mary Dabney Davis, ex-officio Scope and purpose—Appointed late in 1933, to assist the U. S. Office of Education and the Federal Emer gency Relief Administration in developing emer gency nursery schools. Has held three conferences in Washington. “Emergency nursery schools will provide employ- ment for teachers and other workers needed to as- Unirep STATES OFFICE OF EDUCATION ( Cont.) sure an educational and health program for young children and their parents who are suffering from conditions existing in their homes incident to current economic and social. difficulties. Measures of the success of the emergency nursery school project will be made in terms of the employment of needy and qualified workers, of the extent to which improved methods of child care and guidance are used by parents in their homes, of the degree to which the mental and physical welfare of children and adults is maintained and restored, and of the extent to which values inherent in the nursery school pro- gram for young children become a permanent ele- ment in public education.”—Bulletin No. 2, p. 4. General program financed by Federal Emergency Relief Administration funds. A gift of approxi- mately $40,000 was contributed to provide state superintendents of public instruction with advisory services and publications. Reports 1. National Advisory Committee on Emergency Nursery Schools. Bulletin of Information for Emergency Nursery Schools: Administration and Program. Bulletin No. 1. Washington, D. C.: Office of Education, U. S. Dept. of the Interior, 1934, 32 p. Offers specific suggestions on: staff of nursery schools; health development of the children; program and educational activities of the emer- gency nursery school; needs of the young child; teacher-child relationship; pianning the daily program; activities of the nursery school; child’s introduction to the school; and cooperation of home and school. . National Advisory Committee on Emergency Nursery Schools. Bulletin of Information for Emergency Nursery Schools: Housing and Equip- ment. Bulletin No. 2. Washington, D. C.: Office of Education, U. S. Dept. of the Interior, 1934. 40 p. Suggests standards for housing and equipment on these items: plant; floor, air, and window space; fire protection; sanitation; ventilation; lighting and heating; drinking water facilities; kitchen; laundry; clothing and equipment stor- age; and outdoor play space. Presents numerous illustrations, with accom- panying discussion, of space arrangements, equip- ment, and activities. Reproduces line drawings of carpenter-made equipment and apparatus sug- gested for use. Includes an equipment list and a check list for housing requirements. National Advisory Council on School Building Problems An advisory council to the U. S. Office of Educa- tion, organized by the Office at the request of state superintendents of public instruction. Chairman—Charles L. Spain, Public Schools, De- troit, Mich. Secretary—Alice Barrows, U. 8. Office of Education, Washington, D. C. Members—Membership includes 75 superintendents —state, city, and county—and 75 advisory archi- tects, in eleven regional councils. Scope and purpose—Appointed in December, to make research studies of school building lems. During the past year, the Advisory Co in cooperation with the Office of Education, rendered service to the Public Works Adminis: tion in an advisory capacity in the formulation policies in regard to school building projects, in regard to plans for long-range studies of s plant needs. Reports—A report in preparation, “The Functi Planning of Elementary School Buildings.” National Conference on Fundamental Pr lems in the Education of Negroes the Conference—George F. Z Washingt Chairman of U. §S. Commissioner of Education, a. <. Chairman of the Planning Committee, and Dire of the Conference—Ambrose Caliver, U. S. Of of Education, Washington, D. C. Members—Membership of twenty-nine, represent ing various agencies and leaders in education economic, social, and religious life among Negroes Executive Committee: E. T. Attwell, Mary McLe Bethune, V. E. Daniel, T. Arnold Hill, Willis King, Fred McCuistion, F. O. Nichols, Charles H Thompson, Garnet C. Wilkinson, Arthur 1D Wright. Scope and purpose—Planning committee appointed in November, 1933, to lay out the program for con ference, which was held in Washington, D. ( May 9-12, 1934. Conference was national in scop« delegates were representative of every organiza tion or agency having any control of or interest i: the education of Negroes, of all levels and types. The preliminary work of the Conference was performed by several committees, of eighteen | twenty members each, whose function was to stud the financial support of education and certain funda mental and special problems which are involved i the education of the Negro as it is related to the various phases of his life, namely: home life, voca tional life, citizenship, leisure, health, and ethical! and moral life. The following were stated as among the possib|: outcomes of the Conference: a. Self-education and stimulation of persons en- gaged in the practice of educating Negro children b. Increase in knowledge and development of greater understanding, sympathy, and activity in favor of Negro education on the part of public officials and citizens in general. . Reorganization and revitalization of Negro schools so as to result in a coordinated, inte- grated, and continuous education for a larger pro- portion of the Negro population. . Publication of pamphlets and books which wil! aid in accomplishing the three outcomes men- - tioned above. Reports 1. Prospectus for National Conference on Funda mental Problems in the Education of Negroes Washington, D. C.: Office of Education, U. S Dept. of the Interior, 1933. 14 p. (Mimeo- graphed.) [ 224] National Survey of School Finance Director—William John Cooper, George Washing- formerly U. S. ton University, Washington, D. ¢ Commissioner of Education). {ssociate Director—Paul R. Mort, Columbia Uni versity, New York, N. Y. Coordinator—Timon Covert, U. S. Office of Edu cation, Washington, D. C. VM embers—Directors assisted by a board of consul tants of seventeen members, and ten special con sultants. Scope and purpose—Was authorized by Congress, with an appropriation of $50,000 to begin work July 1, 1931. A total expenditure of $350,000 was authorized, but only the one appropriation of $50,- 000 was made. The original purpose was a thor- ough-going study of the sources and apportionment of school revenues and their expenditure, to extend through a four-year period. A staff of six full-time and four part-time specialists was engaged, and much of the year’s work was devoted to careful planning for the entire survey. The sudden termina- tion of the study made it possible to publish only one report, a bibliography on finance. A grant of $25,000 from the General Education Board, made available through the American Council on Edu- cation, enabled the survey staff to complete two other studies. Reports 1. Alexander, Carter, and Covert, Timon, com- pilers. Bibliography on Educational Finance, 1923-1931. U. S. Dept. of the Interior, Office of Education, Bulletin, 1932, No. 15. Washington, D. C.: Government Printing Office, 1932. 343 p. Contains some five thousand references, many of them annotated. Elaborate classification system. National Survey of School Finance. Research Problems in School Finance. Washington, D. C.: American Council on Education, 1933. 164 p. Summarizes in part the plans made for the four-year investigation. Discusses the issues and points out needed researches, in the following areas of the schoo! finance field: School finance as a social factor. b. Financial implications of the principles under- lying American education. Improvement of expenditure measurement in school finance. Management of school income. Securing adequate returns for school expen- ditures. Improvement of budgeting, accounting, aud- iting, and reporting procedures. Importance of private support of education. Responsibilities of the state in the support of public education. Responsibilities of the federal government in the support of public education. Development of efficient local tax districts. Controls and limitations on school taxation and expenditures. Stabilization of school support. Mort, Paul R., and others. State Support for Public Education. Washington, D. C.: American Council on Education, 1933. 496 p. Presents basic statistics on school support and expenditures in the forty-eight states and the District of Columbia, for the school vear 1929-3 in ten thapters, as follows: a. Status of educational expenditures and _ state action. Evolution of the fundamental principles under lying state school support The minimum educational program The measurement of educational need of local school districts Measure of relative ability districts to support schools. Equalization of the burden of taxation for public schools in the various states Financial provisions for local initiative in the various states Safeguarding the local expenditure of state funds. Computation, alimentation, and allotment of state revenue for education The line of progress in state school support systems The following items are treated in discussing “the line of progress’ in state school support systems: a. Improving the minimum program b. Treatment of local rates. Improving the index of educational need Treatment of established grants Relative ability to pay Earmarking the minimum program Leeway for local initiative. The report states two principles which should control state school support. The equalization principle requires the state to guarantee some prescribed minimum educational program for every child; the efficiency principle demands that the state shall allow local initiative in the sup- port of schools to be exercised within the min imum program and beyond the minimum pro gram. National Survey of Secondary Education Director—William John Cooper, George Washing ton University, Washington, D. C. (formerly U. § Commissioner of Education). {ssociate Director—Leonard V. Koos, University of Chicago, Chicago, III. Coordinator—Carl A. Jessen, U. S. Office of Edu cation, Washington, D. C. Members—Directors assisted by a professional ad visory committee of thirty members, a lay advisory committee of fifty-six, and the following board of consultants: H. V. Church, Ellwood P. Cubberley, J. B. Edmonson, Charles H. Judd, C. R. Mann, Albert B. Meredith, John K. Norton, Joseph Roemer, William F. Russell. Scope and purpose—Was authorized by Congress March, 1929, with an appropriation of $225,000 to be expended over a three-year period. Headquar ters were established at the U. S. Office of Educa tion, with a staff of part-time and full-time spe cialists. Extensive questionnaire studies were made, and visits were made to selected schools. The following aspects of -secondary education were chosen for investigation: (a) the organization of schools and districts; (b) the secondary-schoo! population and related problems; (c) administra- tive and supervisory problems, inclusive of adminis { 225] ER RE i ee re i Poo pe Unirep Svares OFFICE OF EDUCATION ( Cont.) trative and supervisory personnel and activities; (d) the curriculum and the extra-curriculum. Reports—Reports are being issued in twenty-eight monographs, published during 1933 and 1934, under the series title, “Office of Education Bulletin, 1932, No. 17.” The monographs deal in the main with in- novating practices, summarizing questionnaire find- ings and field investigations. The titles and authors of the monographs are listed below. 1. Summary. Leonard V. Koos and press.) . The Horizontal Organization of Secondary Education—A Comparison of Comprehensive and Specialized Schools. Grayson N. Kefauver, Victor H. Noll, and C. Elwood Drake. (In press.) . Part-Time Secondary Schools. Grayson N. Ke- fauver, Victor H. Noll, and C. Elwood Drake. 98 p. . The Secondary-School Population. Grayson N. Kefauver, Victor H. Noll, and C. Elwood Drake. 58 p. . The Reorganization of Secondary Education. Francis T. Spaulding, O. I. Frederick, and Leonard V. Koos. 423 p. . The Smaller Secondary Schools. Emery N. Fer- riss, W. H. Gaumnitz, and P. Roy Brammell. 236 p. . Secondary Education for Negroes. Caliver. 121 p. 8. District Organization and Secondary Education. Fred Engelhardt, William H. Zeigel, Jr., Wil- liam M. Proctor, and Scovel S. Mayo. 208 p. . Legal and Regulatory Provisions Affecting Sec- ondary Education. Ward W. Keesecker and Franklin C. Sewell. 114 p. . Articulation of High School and College. P. Roy Brammell. 96 p. . Administration and Supervision. Fred Engel- hardt, William H. Zeigel, Jr., and Roy O. Bil- lett. 207 p. . Selection and Appointment of Teachers. W. S. Deffenbaugh and William H. Zeigel, Jr. 115 p. . Provisions for Individual Differences, Mark- ing, and Promotion. Roy O. Billett. 472 p. . Programs of Guidance. William C. Reavis. 144 p. . Research in Secondary Schools. William H. Zei- gel, Jr. 72 p. . Interpreting the Secondary School to the Pub- lic. Belmont Farley. 113 p. . The Secondary-School Library. B. Lamar John- son. 110 p. 8. Procedures in Curriculum Making. Edwin S. Lide. 99 p. . The Program of Studies. A. K. Loomis, Edwin S. Lide, and B. Lamar Johnson. 340 p. 20. Instruction in English. Dora V. Smith. 89 p. . Instruction in the Social Studies. William G. Kimmel. 105 p. . Instruction in Science. Wilbur L. Beauchamp. 63 p. staff. (In Ambrose . Instruction in Mathematics. Edwin S. Lide. 72 , . Instruction in Foreign Languages. Helen \ Eddy. 61 p. , . Instruction in Music and Art. Anne E. Pi: and Robert S. Hilpert. 68 p. . Nonathletic Extracurriculum Activities. Will; C. Reavis and George E. Van Dyke. 174 p . Intramural and Interscholastic Athletics. P. R Brammell. 143 p. . Health Work and Physical Education. P. R Brammell. 98 p. Follow-Up Program—A number of conferences and program presentations of the Survey have been made. A leaflet issued by the U. S. Office of Edy cation in April, 1933, lists sixteen conferences and organization meetings at which official presentatio; of Survey findings by members of the Survey Staff had been given or definitely planned. National Survey of the Education of Teachers Director—William John Cooper, George Washing ton University, Washington, D. C. (formerly U. § Commissioner of Education). Associate Director—E. S. Evenden, Columbia Uni- versity, New York, N. Y. Coordinator—Benjamin W. Frazier, U. S. Office of Education, Washington, D. C. Members—Assisted by a professional advisory com- mittee of forty-seven members, and the following board of consultants: William C. Bagley, W. W Charters, George W. Frasier, William S. Gray, M E. Haggerty, Henry W. Holmes, William W. Kemp W. P. Morgan, Shelton Phelps, Payson Smith, Guy S. Snavely, D. B. Waldo. Scope and purpose—Began July 1, 1930, to cover a three-year period. Financed by Congress, which ap- propriated $180,000. Purpose of the survey, accord ing to the act of authorization: “to make a stud) of the qualifications of teachers in public schools, the supply of available teachers, the facilities avail- able and needed for teacher training including courses of study and methods of teaching.” A survey staff of fifteen members was named The first project undertaken was a questionnaire study to which 463,000 public school teachers and officers replied, on qualifications and general status of the present teaching force. Information regarding teacher-preparing institutions was collected by questionnaires, and by visits to selected institutions Reports—Final report to appear in 6 volumes, of which Vols. 1 and 4 are already in print, and Vols. 3 and 5 are nearly ready for the printer. 1. Betts, Gilbert L.; Frazier, Benjamin W.; and Gamble, Guy C., compilers. Selected Bibliog- raphy on the Education of Teachers. U. S. Dept. of the Interior, Office of Education, Bulletin, 1933, No. 10. Washington, D. C.: Government Printing Office, 1932. 118 p. A selected bibliography of 1298 annotated references on the education of teachers, up to June, 1932. Classified and indexed. . The Teaching Personnel in the United States. a. Supply and demand studies. b. Student personnel—prospective teachers. c. Staff personnel in higher education. [ 226] hers ling- >om- v ing W ,M -mp, rudy ols, rail- ling ned aire and atus ling by ons ot ols. and 0g- opt. 133, ing 3, Teacher Education Curriculums a. Introduction—scope and admissions . Curriculums in normal schools and teachers leges. Curriculums in colleges and universities . Practice school facilities. Summer session. Graduate work in education of teachers Educational theories. ‘aliver, Ambrose. Education of Negro Teachers S. Dept. of the Interior, Offce of Education, Bulletin, 1933, No. 10. National Survey of the Education of Teachers, Vol. IV. Washington, D. C.: Government Printing Ofthce, 1933. 123 p The data in this volume deal with the educa tional preparation and present status of Negro teachers in public schools in those states in which separate schools for Negroes are maintained The findings reveal wide divergencies between the qualifications of white and Negro teachers; a high turn-over among good Negro teachers; a lack of uniformity in teacher-training curricu- lums; and low certification requirements for Negro teachers. 5. Special Survey Studies in the Education of Teachers. a. History of teacher education in the United States. b. The measurement of teaching ability. >. Library facilities and reading interests. Section 1. The teachers college library. Section 2. Reading interests of teachers. Student welfare and extra-curriculum activi ties. The in-service education of teachers. The education of rural teachers. Comparative practice in education of teach ers. Digests of cooperative studies. 6. General Summary and Recommendations. Two mimeographed reports, supplementary to Vol. 3, have been issued. a. Peik, W. E. Curricula for the Education of Teachers in Colleges and Universities. Washing ton, D. C.: Office of Education, U. S. Department of the Interior, June, 1933. 74 p. (Mimeo- graphed.) b. Rugg, Earle U. Curricula in Teachers Col leges and Normal Schools. Washington, D. C.: Office of Education, U. S. Department of the In terior, June, 1933. 76 p. (Mimeographed.) Other preliminary reports have appeared in is sues of School Life, 1931-33. Survey of Land-Grant Colleges and Univer- sities Director—Arthur J. Klein, Ohio State University, Columbus, Ohio (formerly Chief, Division of Col- legiate and Professional Education, U. S. Office of Education). Members—Conducted under general direction of William John Cooper, then Commissioner of Edu cation, with assistance of a National Advisory Com- mittee composed of the Secretary of the Interior, the Secretary of Agriculture, and the following eight members: Francis G. Blair, L. D. Coffman, Charles A. Lory, F. B. Mumford, R. A. Pearson, S. W. Stratton, Martha Van Rensselaer, R. S. Wil kinson. Scope and pur p Survey undertaken July 1, 1927 at request of the Association of Land-Grant Col } leges and Universities. Expense defrayed by Con gress, which appropriated $117,000 for the purpose hree yeears required to make study of “the ac complishments, the present status, and the future objectives of the land-grant type of education Director of study visited thirty-eight land-grant institutions and through conference asked for state ment of problems. Advisory committees upon jectmatter and functional fields were then ized. Questionnaires were prepared by sp and institutions visited to advise and assist in sup plying information. Local survey committees were also named. Tentative report reviewed by special ists, advisory committees, and National Advisory Committe: Reports 1. Klein, Arthur J., director. Survey of Land-Grant Colleges and Universities. U. § Dept ot the In terior, Office of Education Bulletin, 1930, No. 9 Washington, D. C.: Government Printing Office 1930. Vol. I, 998 p.; Vol. II, 921 p. Survey provides basic data and information on the following topics in the order named: his tory, control and administrative organization business management and finance, alumni, stu dent relations and welfare, staff, library, agri culture, engineering, home economics, arts and sciences, commerce and business, teacher train ing, military education, veterinary medicine summer session, extension services, research, graduate work, and Negro land-grant colleges Discussions end with a statement of problems, o1 conclusions and recommendations. Survey of Negro Colleges and Universities Director—Arthur J. Klein, Ohio State University, Columbus, Ohio (formerly Chief, Division of Col legiate and Professional Education, U. S. Office of Education Members—Advisory committee is as follows: Wil liam B. Bizzell, Walton C. John, C. C. McCracken John H. McNeely, M. M. Proffitt, George B. Woods Scope and purpose—Survey undertaken as a criti cal study of Negro higher education. Information was secured from nineteen state departments of education, seventy-nine Negro colleges and univer- sities, the Association of Colleges for Negro Youth the Phelps-Stokes Fund, and the educational boards of certain church bodies. Conclusions and recom mendations represented the consensus of opinion of the entire Committee. Reports 1. Klein, Arthur J., director. Survey of Negro Col leges and Universities. U. S. Dept. of the Inte rior, Office of Education Bulletin, 1928, No. 7 Washington, D. C.: Government Printing Office, 1929. 964 p. Seventy-nine colleges and universities are in cluded in this survey. Four general types of gov- ernment were found among them: ownership and contro! by either white or Negro denomina- tional church boards, by a state, or by independ ent boards of trustees. Analyzes the provisions made by nineteen states and describes in detail the institutions located in each state. Concludes that the development of Negro higher education must be greatly increased if educational oppor- tunities for the Negro are to approximate those for the white race. [ 227 ] ti TONER RP NINE MO: MPa ho UNITED STATES OFFICE OF EDUCA- TION IN COOPERATION WITH AMERI- CAN VOCATIONAL ASSOCIATION A Study of Economic and Social Trends and Vocational Education Chairman of Research Committee—J. C. Wright, U. S. Office of Education, Washington, D. C. Members—C. R. Allen, vice-chairman and director of research, Beulah I. Coon, John Cummings, Terry C. Foster, N. B. Giles, C. F. Klinefelter, Frank W. Lathrop, H. B. Swanson, Marie White. Scope and purpose—Committee appointed in 1932. Report of the Committee will be issued by the Divi- sion of Vocational Education of the U. S. Office of Education. The study is concerned with economic and social trends which appear to be related to vocational education. These trends have been listed and classified in keeping with the various types of vocational training. The study will call attention to the significance of the economic and social trends in the various occupational fields and their influence upon types of organizations, methods of instruction, and need for vocational training. Reports—No date has been set for the publication of the results of the study. Preliminary plans have been made to issue at least two separate reports and possibly three. The data secured by the Research Committee are being analyzed and classified by Dr. Cc. A. Prosser, Director of William Hood Dun- woody Institute, Minneapolis, Minn., for the pur- pose of preparing a manuscript of interest to gen- eral administrators and laymen. Preliminary state- ments in this manuscript indicate the conviction that only an adequate system of public vocational edu- cation will meet the needs of prospective and em- ployed workers in the various occupations. A second and more exhaustive report is being prepared by a committee composed of C. R. Allen, chairman, Frank Cushman, Beulah Coon, and R. W. Maltby. This report will be concerned with an analysis classification of the economic and social trends from the standpoint of a supervisor of voca- tional education who is responsible for the organi- zation of vocational schools and classes and their efficient operation. It is hoped that both manuscripts will be in press before the first of July, 1934. WHITE HOUSE CONFERENCE ON CHILD HEALTH AND PRO- TECTION, 1930 Chairman of President’s Planning Committee and of Executive Committee—Ray Lyman Wilbur, Stan- ford University, Stanford University, Calif. (for- merly Secretary of the Interior). Members—Members of Executive Committee in- clude: H. E. Barnard, director, Grace Abbott, secre- tary, C. C. Carstens, Hugh S. Cumming, Samuel McC. Hamill, F. J. Kelly, French Strother. Seventeen main committees were organized and divided into four sections: I. Medical Service. Samuel McC. Hamill, chair- man. (Three committees. ) II. Public Health and Administration. Hugh S. Cumming, chairman. (Three committees. ) . Education and Training. F. J. Kelly, chairman. (Seven committees) : A. The Family and Parent Education. | Stanley, chairman. B. The Infant and Preschool Child. Jo Anderson, chairman. C. The School Child. Thomas D. Wood, . man. . Vocational Guidance and Anne S. Davis, chairman. . Recreation and Physical Education. H Breckinridge, chairman F. Special Classes. Charles Scott Berry, c! man. G. Youth outside of Home and School. Jame E. West, chairman. IV. The Handicapped. C. C. (Four committees. ) Scope and purpose—White House Conference as sembled in Washington, November 19-22, 1930, with 3000 men and women in attendance. It was called by President Hoover in July, 1929, “to study the present status of the health and well-being of the children of the United States and its possessions to report what is being done; to recommend what ought to be done and how to do it.” In brief, th. aims of the Conference were to find facts, to defi standards, and to recommend changes. Privatel, financed. Sixteen months were devoted to preparatory study, research, and assembling of facts on the par of 1200 experts working on nearly 150 subcommit tees, assembled under seventeen main committees Findings summarized in Conference proceedings and in later published reports. Child | Carstens, chairman Reports—A brief popular statement of the findings is contained in the “Children’s Charter” which has been widely distributed. 1. White House Conference on Child Health and Protection. White House Conference, 1930: Ad dresses and Abstracts. New York: Century Co., 1931. 365 p. Contains the addresses delivered at the Con ference and a digest of the summary reports of the seventeen main committees. The following reports of Section I are signifi cant from the standpoint of professional educa tion: . Committee I-B. Obstetric Education. New York Century Co., 1932. 302 p. . Committee I-C. Body Mechanics: Education and Practice. New York: Century Co., 1932. 166 p. . Committee I-C Pediatrics: Education and Practice. New York: Century Co., 1931. 117 p These reports of the seven committees of Sec tion III are now available: . Committee III-A. Education for Home and Family Life. Part I, in Elementary and Sec- ondary Schools; Part 2, in Colleges. New York: Century Co., 1932. 124 p.; 128 p. . Committee III-A. The Home and the Child New York: Century Co., 1931. 165 p. . Committee III-A. Parent Education: Types Content, Method. New York; Century Co 1932. 354 p. . Committee III-B. Nursery Education: A Survey of Day Nurseries, Nursery Schools, and Private Kindergartens in the United States. New York: Century Co., 1931. 187 p. [ 228 ] dy the of the sions | what ef, define j Vateily ratory e part mmit jittees dings dings h has rts of gnifi duc a (ork ation 1932. and 17 p Sec and Sec- ork: Committee III-C. Administration of the School Health Program. New York: Century Co., 1932 41 p. Committee III-C. Home and School Coopera- tion. New York: Century Co., 1932. 122 p Committee III-C. Safety Education in Schools New York: Century Co., 1932. 61 p. Committee III-C. School Health Program. New York: Century Co., 1932. 400 p. Committee III-C. Social Hygiene in Schools New York: Century Co., 1932. 59 p. Committee III-C. Summer Vacation Activities of the School Child. New York: D. Appleton Century Co., 1933. 82 p. Committee III-D. Child Labor. New York: Cen- tury Co., 1932. 592 p. Committee III-D. Vocational Guidance. New York: Century Co., 1932. 396 p Commntee III-F. Specia Education l Handicapped and the Gifted. New York: Cen tury Co., 1931. 604 p Committee III-G. Children’s Reading. New York: Century Co., 1932. 90 p Section IV dealt with the handicapped child from the standpoint of social welfare. Certain reports are of interest to educators: Committee IV-A. Organization for the Care of Handicapped Children: National, State, Local New York: Century Co., 1932. 365 p Committee IV-B. The Handicapped ¢ York: Century Co., 1933. 452 p Committee IV-C-1. Dependent and Neg Children. New York: D. Appleton-Cent 1933. 439 p Committee 1V-( York: Century TOPICAL INDEX NATIONAL DELIBERATIVE COMMITTEES IN EDUCATION CLASSIFIED BY MAJOR FIELD OF ACTIVITY Committees have been listed under the field of activity to which they most closely rela The subdivisions used are designated by terms in common use in the general field of educatio: These subdivisions are not coordinate in scope and importance and have not been sharply defined Numbers following names of committees refer to the pages upon which descriptive statements appear. ACCREDITING, see Administration of Schools and School Systems ADMINISTRATION OF SCHOOLS AND SCHOOL SYSTEMS American Council on Education—Committee on Education and Government, 158; Committee on Problems and Plans in Education, 160; Committee on Standards, 162; Committee on the Adminis- trative Phases of State Educational Systems, 162 Commission on Length of Elementary Education, 174 Committee for Cooperative Study of Secondary- School Standards and Accrediting Procedures, 175 Federal Council of the Churches of Christ in Amer- ica—Committee on the Relation of Church and State, 178 National Advisory Committee on Education, 179 National Education Association, Department of Edu- cational Research—Committee on the Legal Basis of Education, 194; Committees on School Or- ganization, 194 National Education Association, Department of Ele- mentary School Principals—Editorial Committee, 195 National Education Association, Department of Superintendence—Commission on Educational Leadership, 200; Commission on School Adminis- tration, 201; Committee on Economy of Time in Education, 201; Committees on Relationships be- tween Boards of Education and Superintendents of Schools, 203. National Education Association, Department of Teachers Colleges—Committee on Standards and Surveys, 207 National Education Association, National Council of Education—Committee on Economy of Time in Education, 207 U. S. Office of Education—National Survey of Sec- ondary Education (Monographs Nos. 2, 5, 8, 9, and 11), 225 See also Finance, Educational; Higher Education; Secondary Education; Supervision of Instruction ADULT EDUCATION American Association for Adult Education, 152 National Advisory Committee on Illiteracy, 180 National Education Association—National Commis- sion on the Enrichment of Adult Life, 191 National Education Association, Department of Adult Education Committees, 191, 192 National Society for the Study of Education—Com- mittee on Preschool and Parental Education, 211 Progressive Education Association—Committee 01 Adult Education, 219 U. S. Office of Education—Advisory Committee o: Parent Education, 223; Informal Advisory Con mittee on the Emergency Education Program, 223 White House Conference on Child Health and P: tection—Committee III-A, 228 ART, see Music and Art ARTICULATION American Association of University Professors Committee on Relation of Junior Colleges Higher Education, 155 National Education Association, Department ot Superintendence—Commission on the Articulation of the Units of American Education, 199 Progressive Edueation Association—Commission on the Relation of School and College, 218 Study of the Relations of Secondary and Higher Edu cation in Pennsylvania, 172 U. S. Office of Education—National Survey of Se ondary Education (Monograph No. 10), 225 BUILDINGS, EQUIPMENT, AND SUP- PLIES Association of American Colleges—Commission on College Architecture and College Instruction in Fine Arts, 166 National Association of Public School Business Off cials—Committee on Insurance Research, 181; Committee on Supply Research, 182 National Education Association—Committee on Schoolhouse Planning, 189 National Education Association, Department of Edu cational Research—Committees on Buildings, Grounds, Equipment, and Supplies, 194 National Society for the Study of Education—Com mittee on School Buildings, 213 New York Commission on Ventilation, 216 U. S. Office of Education—National Advisory Coun cil on School Building Problems, 224 CHARACTER EDUCATION, see Philosophy and Objectives of Education COMMUNITY AND SCHOOL RELA- TIONS, see Public Relations CURRICULUM National Education Association, Department of Edu- cational Research—Committees on the Curriculum, 194 [ 230] relate cath Nn efined., ments it ot lation m on Edu- Sec UP- National Education Association, Department of Sec yndary Education—Committee on the Integration of High School Studies, 197 National Education Association, Department of Superintendence—Commission on the Curriculum, 198; Committee on the Elementary School Cur riculum, 198 National Society for the Study of Education—Com mittee on Curriculum-Making, 210 Progressive Education Association—Commission on the Secondary School Curriculum, 219 Secondary Education Board—Committee on the Cur riculum Study, 221 U. S. Office of Education—National Survey of Sec ondary Education (Monographs Nos. 18 and 19), 225 See also English; Foreign Languages; Health and Recreational Programs; Music and Art; Profes- sional Education; Rural Education; Science and Mathematics; Social Studies; Vocational Educa tion; Various subjects of study EDUCATIONAL FINANCE, see Finance, Educational ENGLISH National Association of Teachers of Speech—Com mittee on Speech Education in Elementary Schools, 182; Committee on Speech Training in Secondary Schools, 182 National Council of Teachers of English—Curric- ulum Commission, 184 National Society for the Study of Education—Com- mittee on Silent Reading, 209; National Commit- tee on Reading, 210 U. S. Office of Education—National Survey of Sec ondary Education (Monograph No. 20), 225 See also Methods and Materials of Instruction EQUIPMENT, sce Buildings, Equipment, and Supplies FINANCE, EDUCATIONAL American Council on Education—Committee on Educational Finance, 161 Association of American CoHeges—Commission on Permanent and Trust Funds, 168; Commission on the Cost of College Education, 168 Educational Finance Inquiry Commission, 177 Federal Advisory Committee on Emergency Aid in Education, 177 National Education Association—National Confer- ence on the Financing of Education, 191 National Education Association, Department of Educational Research—Committees on Finance and Business Administration, 194 National Education Association, Department of Superintendence—Committee on School Costs, 202 Progressive Education Association—Committee on the Emergency in Education and on Federal Sup- port for Education, 220 U. S. Office of Education—National Survey of School Finance, 225 . FOREIGN LANGUAGES American and Canadian Committees on Modern Languages, 151 American Classical League—Advisory Committee in Charge of the Classical Investigation, 157 American Council on Education—Committee on Modern Language Teaching, 159 National Federation of Modern Language Teachers -——Committee on General Foreign Language Prob- lems, 208 S. Othce of Education—National Survey of Sec ondary Education (Monograph No. 24), 225 GUIDANCE, see Pupil Personnel and Guid- ance HEALTH AND RECREATIONAL PRO- GRAMS Association of American Colleges—Commission on College Athletics, 166 College Physical Education Association—Committee on Curriculum Research, 174 National Conference on College Hygiene, 184 National Education Association and American Med- ical Association—Joint Committee on Health Prob- lems in Education, 207 National Society for the Study of Education—Com- mittee on Extra-Curricular Activities, 210 U. S. Othce of Education—National Survey of Sec- ondary Education (Monographs Nos. 26, 27, and 28), 225 White House Conference on Child Health and Pro tection—Committees III-C and III-G, 228 HIGHER EDUCATION American Association of University Professors— Committee on the Requirements for the Master’s Degree, 157 American Council on Education—Committee on Graduate Instruction, 158 Association of American Colleges—‘‘Smaller Col- lege” Study, 169 Association of Urban Universities—Committee on Research, 171 National Society for the Study of Education—Com- mittee on the Organization of Higher Education, 214; Cooperative Study of Current Changes and Experiments in Liberal-Arts Education, 212 National Society of College Teachers of Education— Committee on Current Educational Readjustments in Higher Institutions, 215 U. S. Othce of Education—Survey of Land-Grant Colleges and Universities, 227 See also Articulation; Curriculum; Finance, Educa- tional; Method and Materials of Instruction; Negro Education; Professional Education; Pupil Personnel and Guidance; Teacher Personnel; Teacher Training; Various subjects of study HOME AND SCHOOL RELATIONS, see Public Relations ILLITERACY, see Adult Education KINDERGARTEN EDUCATION, see Pre- school and Kindergarten Education LEGAL AND REGULATORY PROVI- SIONS, see Administration of Schools and School Systems MATERIALS OF INSTRUCTION, = see Method and Materials of Instruction MATHEMATICS, see Science and Mathe- matics MEASUREMENT, see Pupil Personnel and Guidance METHOD AND MATERIALS OF IN- STRUCTION Advisory Committee on Education by Radio, 151 American Association of University Professors— [ 231 ] Committee on College and University Teaching, 154 American Council on Education—Committee on Basic Factors of Achievement, 157 ; Committee on Exploratory Study of the Relation of the Emotions to the Educational Process, 161; Committee on Exploratory Study of Unitary Differential Traits, 162; Committee on Materials of Instruction, 158 Association for Childhood Education—Committee on Research, 165 National Advisory Council on Radio in Education, 180 National Committee on Education by Radio, 183 National Committee on Teaching Motion Picture Appreciation, 184 National Council of Teachers of English—Commit- tee on Photoplay Appreciation, 184; Committee on Radio, 184 National Education Association, Department - of Educational Research—Committees on Mental and Physical Development, 194; Committees on Psy- chology and Methods in the High School and Col- lege, 194; Committees on Special Methods and Psychology of School Subjects in the Elementary School, 194 National Education Association, Department of Ele- mentary School Principals—Editorial Committee (1933 and 1934), 195 National Education Association, Department of Supervisors and Directors of Instruction—Com- mittee on Materials of Instruction, 206 National Society for the Study of Education—Com- mittee on Adapting the Schools to Individual Dif- ferences, 209; Committee on the Activity Move- ment, 213; Committee on the Possibilities and Limitations of Training, 211; Committee on the Textbook, 212 Payne Fund—Committee on Educational Research, 216 U. S. Office of Education—National Survey of Sec- ondary Education (Monograph No. 17), 225 MOTION PICTURES IN EDUCATION, see Method and Materials of Instruction MUSIC AND ART Association of American Colleges—College Music Study, 165; Commission on College Architecture and College Instruction in Fine Arts, 166 Federated Council on Art Education—Committee on Art Education in the High Schools of the United States, 178 Music Educators National Conference—Commission on Costs and Economic-Social Values of Music Education, 179; Committee on Music and Leisure Time, 179 National Society for the Study of Education—Com- mittee on Music in the Public Schools, 215 U. S. Office of Education—National Survey of Sec- ondary Education (Monograph No. 25), 225 NEGRO EDUCATION Peabody Conferences on Education and Racial Ad- justment, 217 U. S. Office of Education—National Conference on Fundamental Problems in the Education of Negroes, 224; National Survey of Secondary Edu- cation (Monograph No. 7), 225; National Survey of the Education of Teachers (Vol. IV), 226; Survey of Negro Colleges and Universities, 227 NURSERY SCHOOLS, see Preschool and Kindergarten Education OBJECTIVES OF EDUCATION, see Phi- losophy and Objectives of Education PARENT EDUCATION, see Adult Education PHILOSOPHY AND OBJECTIVES EDUCATION Character Education Inquiry, 173 National Council on Religion in Higher Educa Committee on Ethics and Social Philosophy, | Committee on the Process of Education, 185 National Education Association—Committe: Character Education, 187; Committee on Re, tions (1932), 189; Committee on Social-Econ Goals of America, 190 National Education Association, Departmen: Classroom Teachers—Seventh Yearbook Com tee, 192 National Education Association, Department Superintendence—Commission on Character | cation, 200; Commission on Education for \; Social and Economic Relationships, 201 National Society for the Study of Education—C, mittee on the Scientific Method in Education, 214 National Society of College Teachers of Educatior Committee on the Philosophy of Education, 215 President's Research Committee on Social Trends 218 Progressive Education Association—Committee Social and Economic Problems, 220 See also Secondary Education PRESCHOOL AND KINDERGARTEN EDUCATION National Education Association, Department Kindergarten Education—Research Committe: 196 National Society for the Study of Education—Con mittee on Preschool and Parental Education, 21! U. S. Office of Education—National Advisory Con mittee on Emergency Nursery Schools, 223 White House Conference on Child Health and Pr: tection—Committee III-B, 228 PROFESSIONAL EDUCATION American Association of Collegiate Schools of Busi ness—Committee on Study of Business Education at the Collegiate Level, 153 American Association of Dental Schools—Dentra! Curriculum Survey Committee, 153 American Association of Psychiatric Social Workers —Committee on Professional Education, 154 Asseciation of American Medical Colleges—Com mission on Medical Education, 169 Association of Collegiate Schools of Architecture— Survey Committee, 170 Committee on the Grading of Nursing Schools, 175 National Association of Commercial Teacher Train ing Institutions—Committee on Obligation and Position of Business Education in our Economi Order, 181 National Council on Education for Journalism, 185 National League of Nursing Education—Committe« on Education, 208; Committee on Standards, 20% Society for the Promotion of Engineering Education —Investigation of Engineering Education, 222 White House Conference on Child Health and Pro- tection—Committee I-B and I-C, 228 See also Teacher Training; Vocational Education PUBLIC RELATIONS American Historical Association—Commission on the Investigation of the Social Studies in the Schools (Part III), 162 National Education Association—Committee on Propaganda in the Schools, 188 National Education Association, Department [ 232] ucat phy, » 185 ittee | Re ‘ Ecc me ment Com ment ter Ex for New I—Co tion, 214 cation nN, 215 Trends ittee RTEN ent of mittee —Con on, 211 r Com d Pr¢ ' Busi- cation Jenta! orke s } Com omic 185 litte« 208 \ assroom Teachers—Eighth Yearbook Commit- tee, 192 National Education Association, Department of Ele nentary School Principals—Editorial Committee 1932), 195 itional Probation Association-—Committee on Re- lationships between the Schools and the Juvenile Court, 209 Phi Delta Kappa—Committee on Evaluating the School Program, 217 i; Lambda Theta—Committee for the Conservation of Education, 218 rogressive Education Association—Committee on Home and School Relations, 219; Committee on School and Community Relations, 220 S. Office of Education—National Survey of ondary Education (Monograph No. 16), 225 PUPIL PERSONNEL AND GUIDANCE American Association of University Professors— Committee on Methods of Increasing the Intel- lectual Interest and Raising the Intellectual Stand- ards of Undergraduates, 155 American Council on Education—Committee on Educational Testing, 160; Committee on Manual of Examinations, 158; Committee on Personnel Methods, 159 Association of American Colleges—Comprehensive Examination Study, 168 National Education Association, Department of Deans of Women—Research Committee, 193 National Education Association, Department of Educational Research—Committees on Pupil Per- sonnel and Guidance, 194, 195; Committees on Tests, 194 National Society for the Study of Education—Com- mittee on Educational Diagnosis, 214 National Society of College Teachers of Education —Committee on Quantitative Measurement in [n- stitutions of Higher Learning, 215 U. S. Office of Education—National Survey of Sec- ondary Education (Monographs Nos. 4, 13, and 14), 225 White House Conference on Child Health and Pro- tection—Committees III-D and IV-C, 228 RADIO EDUCATION, see Method and Mate- rials of Instruction READING, see English RECORDS AND REPORTS National Association of Public School Business Ofh- cials—Committee on Pupil-Cost Accounting Re- search, 182 National Committee on Standard Reports for Insti- tutions of Higher Education, 183 National Education Association, Department of Superintendence—Committee on Uniform Records and Reports, 203 RECREATIONAL PROGRAM, see Health and Recreational Programs RURAL EDUCATION Conference on Guidance Aids for Rural Young Peo- ple, 176 National Education Association, Department of Rural Education—Committee on Publications, 197 National Society for the Study of Education—Com- mittee on Rural Education, 211 Progressive Education Association—Committee on Progressive Education in Rural Schools, 219 S. Othce of Education—National Survey of Sec ondary Bducation (Monograph No. 6 225 SCHOOL FINANCE, see Finance, tional Educa- SCIENCE AND MATHEMATICS Mathematical Association of America—Commission on the Place of Mathematics in Secondary Schools and Junior Colleges, 178; Commission to Study the Training and Utilization of Advanced Stu dents in Mathematics, 178; National Committee on Mathematical Requirements, 178 National Association for Research in Science Teach- ing—Committee on Grade Placement of Material from the Natural Sciences for Courses in Ele mentary Science for the First Six Grades, 181; Committee to Investigate the Possibilities of Measurement of Scientific Attitudes as Produced by Instruction in the Natural Sciences, 181 National Society for the Study of Education—Com- mittee on Arithmetic, 211; Committee on the Teaching of Science, 212 U. S. Ofhce of Education—National Survey of Sec- ondary Education (Monographs Nos. 22 and 23 225 SECONDARY EDUCATION National Education Association—Commission on the Reorganization of Secondary Education, 185 National Education Association, Department of See ondary-School Principals—Committee on _ the Orientation of Secondary Education, 198 U. S. Office of Education—National Survey of Sec- ondary Education, 225 See also Articulation; Administration of Schools and School Systems; Curriculum; Method and Materials of Instruction; Pupil Personnel and Guidance; Philosophy and Objectives of Educa- tion; Rural Education; Teacher Personnel; Teacher Training; Vocational Education; Vari- ous subjects of study SOCIAL STUDIES American Historical Association—Commission on the Investigation of the Social Studies in the Schools, 162 Civics Research Institute, 174 National Education Association, Department of Superintendence—Commission on _ the _ Social Studies Curriculum, 201 National Society for the Study of Education—Com- mittee on International Relations, 214; Committee on Social Studies in the Elementary and Secondary School, 209; Committee on the Teaching of Geog- raphy, 213 U. S. Office of Education—National Survey of Sec- ondary Education (Monograph No. 21), 225 See also Philosophy and Objectives of Education SPECIAL EDUCATION American Association on Mental Deticiency—Com- mittee on Education and Training of the Mentally Retarded, 157 National Society for the Study of Education—Com- mittee on the Education of Gifted Children, 209 U. S. Office of Education—Advisory Committee on Survey of Occupations for the Deaf and Hard of Hearing, 223 White House Conference on Child Health and Pro- tection—Committees III-F, IV-A, and IV-B, 228 [ 233 ] Sea itt IES Sar os PE st SUPERVISION OF INSTRUCTION National Education Association, Department of Educational Research—Committees on Psychology of Learning, General Methods, and Supervision, 194, 195 National Education Association, Department of Ele- mentary School Principals—Editorial Committee (1931), 195 National Education Association, Department of Superintendence—Commission on Supervision, 199 National Education Association, Department of Supervisors and Directors of Instruction—Com- mittee on Current Problems of Supervisors, 204; Committee on Educational Supervision, 203; Committee on Effective Instructional Leadership, 205; Committee on Evaluation of Supervision, 204; Committee on Scientific Method in Super- vision, 204; Committee on Scientific Method in Supervisory Programs, 206; Committee on Super- vision and the Creative Teacher, 205 See also Administration of Schools and School Sys- tems SUPPLIES, see Buildings, Equipment, and Supplies TEACHER PERSONNEL American Association of University Professors— Committee on Academic Freedom and Tenure, 154; Committee on Systems for Sabbatical Years, 156; Committee on the Economic Condition of the Profession and the Income Tax Question, 156 Association of American Colleges—Commission on Academic Freedom and Tenure, 165; Commission on Faculty and Student Scholarship, 167 National Association of Secretaries of State Teach- ers Associations—Committee on Plans for Co- operation between State Education Associations and the National Education Association, 182 National Education Association—Committee of One Hundred on Classroom Teachers’ Problems, 186; Committee of One Hundred on Retirement Allow- ances, 186; Committee of One Hundred on Tenure Problems, 187 ; Committee on Ethics of the Profes- sion, 188; Committee on the Economic Status of the Teacher, 190 National Education Association, Department of Classroom Teachers—Committee on Academic Freedom, 193; Sixth Yearbook Committee, 192 National Education Association, Department of Educational Research—Committees on Teacher Personnel, 194 National Education Association, Department of Ele- mentary School Principals and American Associa- tion of Teachers Colleges—Cooperating Commit- tees on Professional Ethics, 196 National Personnel Service—Committee on Research and Education, 208 Social Science Research Council—Commission of In- quiry on Public Service Personnel, 221; Southern Regional Committee, 222 U. S. Ofce of Education—National Survey ondary Education (Monograph No. 12), 22 See also Teacher Training: TEACHER TRAINING American Association of University Profess Committee on Required Courses in Education American Nature Study Society—Committee on | mentary School Teacher Training, 164 Association for Childhood Education—Comn on Teacher Training, 165 Association of American Colleges—Commissio: Enlistment and Training of College Teachers, Association of American Universities—Commit: on Training of Graduate Students for Colle; Teaching, 170 Association of Deans and Directors of Summer S sions—Committee to Study Summer Educat _ Curricula, 171 National Education Association, Department of E\; mentary School Principals—Committee on Stand ards and Training for the Elementary Scho Principalship, 195 National Education Association, Department School Health and Physical Education—Nationa Study of Professional Education in Health and Physical Education, 197 National Education Association, Department Teachers Colleges—Committee on Raising Ce: tification Requirements, 206 National Society of College Teachers of Education —Committee on the Contribution of Educationa! Psychology to Teacher Training, 215; Committ: on Courses for the Training of Teachers, 216 Progressive Education Association—Committee on the Training of Teachers for Progressive Schools 220 U. S. Office of Education—National Survey of the Education of Teachers, 226 TEACHING, see Administration; Method and Materials of Instruction VOCATIONAL EDUCATION American Council on Education—Committee on Ox cupational Training and Vocational Adjustment 162 American Institute of Graphic Arts—Committee on Education, 164 American Vocational Association—Committee on Standards of Attainment in Industrial-Arts Teaching, 164 Commission on National Aid to Vocational Educa tion, 175 National Child Labor Committee—Committee on Education in Relation to Vocation, 183 U. S. Office of Education—National Survey of Sec ondary Education (Monograph No. 3), 225; A Study of Economic and Social ‘Trends and Voca tional Education, 228 tand chon It of ‘ional and it of Cer ation ional litte 6 e on ools } the and INDEX TO CHAIRMEN OF COMMITTEES: \ikin, Wilford M., 218 Alexander, Carter, 194 Alexander, Thomas, 216 Anderson, Earl W., 194 Bain, Winifred E., 165 Baker, Harry J., 194 Baker, James H., 207 Bennion, Milton, 187 Berman, Samuel, 195 Bixler, Genevieve Knight, 218 Bleyer, Willard Grosvenor, 185 Borchers, Gladys, 182 Breed, Frederick S., 194 Briggs, Thomas H., 198 Brim, Orville G., 211 Britt, Albert, 167 Brooke, Tucker, 157 Broome, Edwin C., 188, 198 Brown, William Adams, 178 Brueckner, Leo J., 203, 204, 214 Buchanan, M. A., 151 Buckingham, B. R., 190 Buswell, G. T., 194, 195 Caliver, Ambrose, 224 Campbell, O. J., 156 Capen, S. P., 160 Carrothers, George E., 175 Carstens, C. C., 228 Cartwright, Morse A., 223 Chadsey, Charles E., 203 Chambers, Frederick D., 182 Charters, W. W., 216 Clapp, Elsie R., 220 Clement, Bess, 195 Coffman, L. D., 214, 221 Cook, Albert S., 199 Cooper, Frank Irving, 189 Cooper, William John, 151, 225, 226 Counts, George S., 220 Cowling, Donald J., 161 Coxe, W. W., 194 Craig, Gerald S., 164 Cumming, Hugh S., 228 Curtis, Francis D., 181 Darrach, William, 175 Davis, Mary Dabney, 196 Dunn, Fannie W., 197, 206 Edmonson, J. B., 212 Edwards, Newton, 194 Eisenberg, B. B., 164 Eleazer, R. B., 217 Elliott, Edward C., 162 Ellis, A. Caswell, 171 Engelhardt, N. L., 213 Evenden, E. S., 226 Ferry, Frederick C., 166 Fife, Robert Herndon, 151, 159 Force, Anna Laura, 186 Gates, Arthur I., 194 Gates, Thomas S., 166 Glenn, Charles B., 201 Goodykoontz, Bess, 223 Graham, Ben G., 201 Gray, William S., 192, 210, 215 Gray, Wil Lou, 152 Guenther, Karl, 193 Guyton, Mary L., 191 Hamill, Samuel McC., 228 Harap, Henry, 194 Harden, Frances E., 192 Hartshorne, Hugh, 173 Hartwell, E. C., 203 Hatfield, W. Wilbur, 184 Hawkes, Herbert E., 158, 159 Hawkinson, Nellie X., 208 Heck, Arch O., 194, 195 Herzberg, Max J., 184 Hibbert, R. W., 182 Holy, T. C., 194 Horn, Ernest, 209 Hughes, R. M., 158 Hungate, T. L., 168 Hulsizer, Allan, 219 Ivins, Sarah, 154 Jackson, F. L., 168 Johnston, J. B., 160 Jones, Edward S., 168 Jones, Robinson G., 198 Judd, Charles H., 158, 174 Kelly, F. J., 190, 228 Kendrick, Benjamin B., 22 Kilpatrick, W. H., 2 Kingsley, Clarence D., 185 Klar, Walter H., Klein, Arthur J., Kline, Aaron, 195 Knight, Frederick B., 211 Koos, Leonard V., 210, 225 Krey, A. C., 155, 162 Laing, Earl, 195 Landis, Benson Y., 153 LaPorte, W. R., 174 Lewin, William, 184 Lewis, Ernest D., 197 Lindquist, Rudolph D., 205 Longshore, William T., 195 Lord, Daisy, 192 Lowell, A. Lawrence, 169 Mann, C. R., Manny, T. B., 176 Marvin, Cloyd Heck, 157 May, Mark A., 173 McConathy, Osborne, 179 McConaughy, James L., 165 McCracken, Thomas C., 207 McHale, Kathryn, 212 Meek, Lois H., 211, 219 Meredith, Albert B., 162 1In some instances, when no committee chairmen were designated, the names of the directors or other officers are included in this index [ 235 ] Miller, Justin, 209 Millikan, Robert A., 180 Mitchell, Wesley C., 218 Monroe, Walter S., 194 Morey, Lloyd, 183 Morgan, Joy Elmer, 183 Morrison, J. Cayce, 204 Morriss, Elizabeth C., 192 Mort, Paul R., 220, 225 Mossman, Lois C., 213 Moulton, E. J., 178 Moyer, James A., 153, 191 Muir, Sarah T., 188 Munro, W. B., 154 Neal, Elma A., 205 Neilson, N. P., 197 Neilson, William A., 153 Nichols, F. G., 181 Norton, John K., 158, 191, 217 Norton, Margaret A., 194 Omwake, George L., 172 Osburn, W. J., 194 Overstreet, Harry A., 153 Palmer, Archie M., 169 Parkins, A. E., 213 Payne, Fernandus, 170 Pechstein, Louis A., 215 Pittinger, L. A., 206 Poole, Irene, 182 Powers, S. Ralph, 212 Prescott, Daniel A., 161 Rankin, Paul T., 206 Reavis, William C., 194 Reed, Anna Y., 208 Reed, Ernest, 171 Riddle, Anna, 186 Roberts, H. C., 181 Roberts, William E., 164 Rugg, Harold, 209, 210, 214, 219 Rule, James N., 177 Saunders, Joseph H., 189 Scott, Charles F., 222 Scott, Elmer, 152 Seccombe, Wallace, 153 Shotwell, James T., 214 Shove, Helen B., 195 Simpson, A. D., 194 Slichter, S. H., 156 Smith, Hoke, 175 Smith, Howard T., 221 Spain, Charles L., 224 Stenquist, John L., 194 Stevenson, Russell A., 153 Stewart, Isabel M., 208 Stoddard, A. J., 200 Stoddard, George D., 194 Stoops, R. O., 203 Storey, Thomas A., 184 Strang, Ruth, 193 Stratton, Mason A., 196 Strayer, George D., 177 Studebaker, J. W., 201 Tall, Lida Lee, 187 Terman, Lewis M., 211 Thayer, V. T., 219 Thomas, John S., 195 Thorndike, Edward L., 162 Threlkeld, A. L., 200 Tremaine, C. M., 179 Tucker, Isabel, 195 Uhl, Willis L., 215 Uphaus, W. E., 185 Vanuxem, Mary, 157 Walters, Raymond, 162 Washburne, Carleton W., 209 Weet, Herbert S., 199 Weglein, David E., 202 West, Andrew F., 157 West, Roscoe L., 196 Whipple, Guy M., 209 White, Edna N., 223 Whitman, W. G., 181 Whitney, Frederick L., 192 Wilbur, Ray Lyman, 180, 228 Wilkins, Ernest H., 155, 165 Williams, Kenneth P., 155, 178 Wilson, H. B., 201 Winslow, C.-E. A., 216 Wittke, Carl, 154 Wood, Thomas D., 207 Woods, Elizabeth L., 165 Woodward, Julian L., 185 Woody, Clifford, 204, 215 Wright, J. C., 228 Wriston, Henry M., 167 Young, Charles E., 208 Young, J. W., 178 Zirbes, Laura, 220 Zook, George F., 184, 224 —— ni a APPENDIX Since the publication of the preliminary edition of this directory in June, 1934, addi tional committees have been reported to the Joint Commission on the Emergency in Education. AMERICAN COUNCIL ON EDUCATION See pages 157-62) The seventeenth annual meeting of the American Council on Education was held in Washington, D. C., May 18-19, 1934. At this time chairmen of the various committees of the Council reported on the work of the year. Those reports published in the July issue of the Educational Record are listed below. Committee on Basic Factors of Achievement Reports 1. Marvin, Cloyd H., chairman. “Report of the Com mittee on Fundamental Factors in Achievement.” Educational Record 15:353-58; July, 1934. Gives examples of difficulties encountered Recommends that a comparison be made of the results of widely differing experiments in an ef- fort to discover what goals of instruction best help teachers in various subjectmatters to achieve universally desired results. Committee on Education and Government Reports 1. Norton, John K., chairman. “Report of the Com mittee on Education and Government.” Educa- tional Record 15:350-52; July, 1934. A report of progress. Committee on Personnel Methods Reports 1. Hawkes, H. E., chairman. “Report on the Co operative Test Service.’ Educational Record 15:359-67; July, 1934. Report shows that the service is ahead of sched- ule in the production of tests and that better recognition is being given to the use of tests for diagnostic and guidance purposes. Committee on Problems and Plans in Educa- tion Members—Additionai members appointed: Edward C. Elliott, Walter A. Jessup, C. R. Mann, Ben D. Wood (to fill the vacancy created by the resigna- tion of Dr. Ruml). Reports 1. Capen, Samuel P., chairman. “Report of the Com mittee on Problems and Plans in Education.’ Educational Record 15:340-43; July, 1934. Reports briefly on the work of the Committee and its various subcommittees. Committee on Exploratory Study of the Rela- tion of the Emotions to the Educational Process Subcommittee of the Committee on Problems and Plans in Education. Reports 1. Prescott, Daniel A., chairman. “Emotion and the Educative Process.” Educational Record 15:310- 15; July, 1934. These additions are listed below together with several recent committee reports. 37 ] Outlines the problerhs involved in a study of emotion, and the Committee’s plans to summarize and coordinate available knowledge Committee on Standards Reports 1. Walters, Raymond, chairman. “Report of the Committee on Standards.” Educational Record 15:344-49; July, 1934. (Also in School and So ciety 40:100-02; July 21, 1934.) Lists the problems before the Committe study and discussion. NATIONAL ASSOCIATION FOR NURS- ERY EDUCATION Abigail A. Eliot, Secretary, 147 Ruggles St., Bos ton, Mass Committee on Experimental Centers in Commercial or Service Institutions Chairman—Christine M. Heinig, Child Develop ment Institute, Columbia University, New York, N. Y. Members—Marie B. Fowler Scope and purpose—Appointed to assemble info mation regarding services being requested by in dustrial and commercial organizations and to de termine possible experimentation with service units Committee on Handicapped Preschool Chil- dren Chairman—Charles A. Aldrich, 723 Elm St.. Win netka, Ill. Members—William E. Blatz, Lovisa C. Wagoner Scope and purpose—Appointed to conduct one or more studies on normality and abnormality in the vision and hearing of children of preschool age and to make recommendations for the treatment of such defects in young children. Committee on Preparation of Nursery School Teachers Chairman—Grace Langdon, Educational Advisory Service, New York, N. Y. Members—Barbara Greenwood, Lulu Lancaster Scope and purpose—Appointed to consider current needs with special reference to the emergency pro- gram; to make desirable contacts with other teacher- preparation agencies engaged in any national pro gram; and to develop plans of study. Committee on Private Nursery Schools Chairman—-Mrs. A. M. Stone, 53 Elmore St., New- ton, Mass. Members-—Abigail A. Eliot. Scope and purpose—Appointed to draw up a descrip- tive report of the opportunities and problems of private nursery schools and to make recommenda- tions to the Association as to the assistance it can give to owners and teachers of such schools NATIONAL EDUCATION ASSOCIATION (See pages 185-91) The seventy-second annual meeting of the Na- tional Education Association was held in Washing- ton, D. C., June 30-July 6, 1934. At this time reports were presented by the chairmen of various com- mittees. Accounts of the action taken by the Associa- tion will be found in the volume of Proceedings issued in November, 1934. Two significant committee reports are those on retirement and tenure. Committee of One Hundred on Retirement Allowances Reports 1. Force, Anna Laura, chairman. Retirement Sys- tems in the Depression. Washington, D. C.: Na- tional Education Association, 1934. 29p. (Mime- ographed.) Reports the effects of the depression on the operation and organization of teachers’ retire- ment systems between 1930 and 1934; the attitude of teachers and public toward retirement provi- sions; and findings on the status of retirement benefits available for persons other than teachers. Committee of One Hundred on Tenure Prob- lems Reports 1. DuShane, Donald, chairman. Report of the Com- mittee on Civil Service for Teachers of the Na- tional Education Association. Columbus, Ind.: the Author, July, 1934. 42p. (Mimeographed. ) Reports the results of a confidential inquiry among city school superintendents of Indiana. Summarizes the leading tenure cases in nine states. NATIONAL EDUCATIONASSOCIATION, DEPARTMENT OF SUPERVISORS AND TEACHERS OF HOME ECONOMICS Committee on Economics Alice L. Currier, Secretary, 12 Howard Ave., Pawtucket, R. 1. Chairman—Benjamin R. Andrews, Columbia Uni- versity, New York, N. Y. Members—Josephine Adams, Florence A. Arm- strong, Howard F. Bigelow, Florence Barnard, Har- old F. Clark, N. H. Comish, Clara Lee Cone, Maud E. Hayes, Adah Hess, Elizabeth E. Hoyt, Hazel Kyrk, Kate Kinyon, Dorothy Marlow, Mabel Mc- Bain, Paul Nystrom. Scope and purpose—Appointed in July, 1932, to in- form and stimulate home economists to teach eco- nomic problems pertaining to the home, such as intelligent buying, budgeting the income, family problems affecting the welfare of the community, and housing conditions. Reports—Articles by committee members have ap- peared in the Journal of Home Economics and other periodicals. Committee on Home Economics, an Essential Subject Chairman—Carlotta C. Greer, Public Schools, Cleveland, Ohio. Members—Elizabeth Dyer, Helen C. Goodspeed, Mary E. Parker. Scope and purpose—Appointed in March, 1933, to prepare a statement which would show that home economics is an essential subject in public school education. [ 238 ] Reports—Submitted to public school administrators a one-page statement on the value of home nomics. Committee To Determine How School Depart. ments of Home Economics Are Meeting the Economic Emergency Chairman—Emeline S. Whitcomb, Road, N. W., Washington, D. C. Members—Membership of sixty-three. Scope and purpose—Appointed in September, 193 to study the work of school departments of home economics in the emergency. Secured the coope tion of the U. S. Office of Education. Reports 1. Whitcomb, Emeline S. How School Department; of Home Econemics Are Meeting the Econom Emergency. Circular No. 84. Washington, D. ( Office of Education, U. S. Dept. of the Interior April, 1933. 9p. (Mimeographed.) A report of conditions in sixty cities, 10,000 population and over, which was presented to the Department, February 25, 1933. 2801 Adams M Cooperative Studies Committee on Family Relationships Chairman—Helen C. Goodspeed, Public Schools, Philadelphia, Pa. Members—Clara Lee Cone, Maud E. Hayes, Esther Jonas, Mabel McBain, Edena Schaumberg, Lillie ( Smith, Adelaide Van Duzer, Nell M. Waddington, Martha Westfall, Maude Williamson. Scope and purpose—Organized in 1931 to develop interest in teaching family relationships. Reports—A mimeographed report lists basic factors in building unit courses in family relationships for both junior and senior high schools. Cooperative Studies Committee on the Status of Nutrition Instruction in the Public Schools Chairman—Carlotta C. Greer, Public Schools, Cleveland, Ohio. Members—Margaret Browder, Clara Lee Cone, Esther Jonas, Hilda McAulay, Mabel McBain, Gladys M. Nevenzel, Lillie C. Smith, Adelaide Van Duzer, Nell M. Waddington, Martha Westfall, Inez Whitney, Maude Williamson. Scope and purpose—Organized in 1932 to survey the status of nutrition instruction in the public schools. Reports—A mimeographed report has been issued which gives data regarding nutrition instruction obtained from 244 public schools in forty-eight states. Cooperative Studies Committee on Plans for Teaching Good Food Practices Chairman—Ada Kennedy, Public Schools, dena, Calif. Members—Genevieve Johnston, Esther Jonas, Hilda McAulay, Mabel McBain, Gladys M. Nevenzel, Verna Payson, Florence Rollins, Rose Shonka, Bo- letha Trojen, Adelaide Van Duzer, Martha West- fall. Scope and purpose—Organized in 1933 to formulate plans for instruction in the fundamentals of good food practices. Reports—A mimeographed report gives statements regarding food practices that are comprehensible to pupils of different grade levels, and outlines units of study. Pasa- istrat rs pine Depart. ting the RECENT RESEARCH BULLETINS —— ims M ® The School Board Member ? : 32 A handbook for the men and the women in active service on boards of educati f hon ‘