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The biennial survey presents statistics and discussion for 1947-48 on broad-range education, state school systems, city school systems, higher education, special schools and classes for exceptional children, libraries in institutions of higher education, nonpublic secondary schools, and public school libraries. Topics include administrative units, consolidation and transportation, enrollment across education sectors, high school and college graduates, state school system data, higher education, teachers, secondary schools, negro schools, school retention rates, educational attainment, funding and expenditures, property and endowments, federally aided vocational education, teacher salaries, veterans' training program, school lunch program, compulsory attendance, teachers retirement, and international educational relations.

The biennial survey presents statistics and discussion on broad-range education, state school systems, city school systems, and higher education for 1943-44. Topics include administrative units, enrollment, graduates, teachers, negro schools, school survival rates, educational attainment, funding and expenditures, property and endowments, federally aided vocational education, and libraries.

This bulletin is the third in a series of annual publications initiated by the Office of Education in October 1962. It is a compilation of significant statistical material pertaining to American education. It contains information on a variety of subjects within the broad filed of educational statistics, including schools and colleges, enrollments, teachers, graduates educational attainment, finances, Federal programs in the field of education, libraries, international education, and research and development. To be included in this publication, the data were required to be nationwide in scope and of current interest and value. The Digest is divided into five chapters: (1) Elementary and Secondary Education; (2) Higher Education; (3) All Levels of Education; (4) Federal Programs of Education; and (5) Selected Statistics Related to Education in the United States. Among the tables presented for the first time this year are statistics on nonpublic elementary schools; enrollments in public high school subjects; illiteracy rates; residence and migration of college students; higher education enrollment by undergraduate and graduate levels; faculty salaries by academic field; and educational expenditures related to the gross national product. (Contains 140 tables, and 4 figures.) [Best copy available has been provided.]

This bulletin is a compilation of significant statistical material pertaining to American education. It contains information on a variety of subjects within the broad field of educational statistics, including schools, enrollments, teachers, graduates, educational attainment, finances, Federal programs in the field of education, libraries, international education, and research and development. The digest is divided into five chapters: (1) Elementary and Secondary Education; (2) Higher Education; (3) All Levels of Education; (4) Federal Programs of Education; and (5) Miscellaneous Statistics Related to Education in the United States. Appended is a description of the structure and functions of the U.S. Office of Education. (Contains 125 tables, and 5 figures.) [Best copy available has been provided.]

The brief description of education in Latin American presented here is based on information available to the Office of Education, much of it in unpublished form, and provides an overview of the general situation of education in Latin America. Document contents include: (1) Introduction: Some Background Factors--historical, sociological-anthropological, and economic, and the demand for education; (2) Educational administration, organization, and structure; and (3) Some problems of Latin American education--quantitative factors, illiteracy, educational level of adult population, school enrollment, absenteeism and school dropouts, physical shortages, teacher shortages and deficiencies, qualitative factors, and higher education-some special factors and problems. In this paper effort has been made to set forth some of the principal facts of Latin American education and the major problems related to its future development. In addition to material deficiencies and needs in this regard, it has seemed at time in the past that more enthusiasm and greater determination on the part of Latin American governments and people would go far in making education the key to their economic and social development. In recent years, however, there have been encouraging indications of progress in this direction. Of particular current note has been the growing recognition of the essential values of education, as evidenced in the Punta del Este Charter establishing the Alliance for Progress and subsequent efforts to apply and implement its recommendations. [Best copy available has been provided.]

This digest is a compilation of the more significant statistical material available in the Office of Education on the American educational system. It contains information on a variety of subjects within the broad field of educational statistics, including schools, enrollments, teachers, graduates, educational attainment, finances, and Federal programs in the field of education. It should prove useful to persons interested in the nature and scope of education in the United States, and in particular to those individuals who are concerned with the formulation and conduct of educational policy. The digest is divided into four major parts: (1) All levels of education; (2) Elementary and secondary education; (3) Higher education, with a special section on land-grant institutions; and (4) Federal programs of education, including notes on Office of Education programs and selected data on programs administered under the National Defense Education Act of 1958. Appendices contain an organization chart of the United States Office of Education, 1962; and a document describing the functions and structure of the Office of Education. (Contains 82 tables, and 6 figures.) [The material in this bulletin was assembled and arranged by Henry G. Badger and W. Vance Grant, under the supervision of Wells Harrington and Kenneth A. Simon, and under the general direction of Louis H. Conger, Jr. Ullain Sullivan assisted in compiling the data on higher education statistics, and Marion Heard assisted in the compilation of data on State and local school systems. Best copy available has been provided.]

The period of youth is the real beginning of life's adventure. The individual has secured a background of facts and reaches out for the meaning that lies beyond. Ideals are sullied, powers are expanding, opportunity seems assured, and the romance of existence is undimmed. Red-blooded courage, devoted friendship, and high aspiration are its emblems. Accomplishment and success are hopefully expected and the future beckons with its prospects and its promises. Such is the American dream for youth. Many an adult looking back on its own youth of 40, 30, 20 or 10 years ago will recall the engaging uncertainties, the uneasy suspense. The dream was not all realized, but in its essential features it was. What about the youth of today? What does the future hold for him? What are his conditions, his needs, and his interests? Many communities have tried to find answers to these and other questions regarding their young people. By reference to the bibliography at the end of this bulletin one will find the names of the communities which have undertaken youth surveys and carried them to the point of publication. Naturally, many other communities have made various studies, but the reports are not available for distribution. The principal findings of these youth surveys are brought together in part I of this bulletin. Appended are: (1) Youth Census Schedule; and (2) Youth Survey Schedule. A bibliography is included. Individual sections contain footnotes. (Contains 21 tables.) [Best copy available has been provided.]

Five million young people--1 out of every 4 in the country--are without constructive occupation at school, work, or home. An examination of 1930 United States Census and Federal Office of Education figures, brought up to date by sampling studies in various communities, discloses that--Of the 20,100 000, 16 to 24 years of age, inclusive, in the United States today: (1) 4,000,000 are in full-time schools and colleges; (2) 5,000,000 without employment are taking part-time school work; (3) 2,800,000 are young married women not employed and not in school; (4) 7,800,000 are employed at full-time or part-time nonrelief jobs; (5) 300,000 are out of school and unemployed but not seeking employment; and (6) 4,700,000 are out of school, unemployed, and seeking jobs. The figures for employment and unemployment are estimates based on data from surveys of youth and employment in several parts of the country. This challenge to the communities to help youth find their place in the sun has been aggravated by the emergency, but is not born of it. Jobs there have been for the young in the past, though not always the right or the fitting job, recreation they have had, of a kind, and a place in the scheme of things, but not always the best recreation nor the fitting place, either for their own good or for the good of the community. This bulletin contains the following parts: (1) Coordinating community resources; (2) Program activities; and (3) Communities in action. Individual sections contain footnotes. [Best copy available has been provided.]

Analysis shows the character of city normal or training schools determines to a very large extent the character of the schools in which the children of the cities are taught. Recognizing the need of a comprehensive account of the organization, management, and work of the city normal or training schools, the author has made a careful study of them and prepared a report of the results obtained. This bulletin presents those results. The following chapters are included: (1) Present problems; (2) Function of the city training school; (3) Development of the city training school; (4) Entrance into training schools; (5) Courses of study; (6) Practice teaching and observation work; (7) Transition from training school to city service; (8) Substitutes; (9) The proportion of trained and untrained teachers; (10) "Home" teachers and "outside" teachers--"Inbreeding"; (11) Training of teachers in service; (12) The corps of the training school; (13) University credit for training school work; (14) Municipal higher education; (15) State normal schools and State departments of education; (16) Training classes; (17) Training schools for colored teachers; (18) Training of male teachers; (19) Married women and widows as teachers; (20) Alumni and alumnae associations; and (21) Social and economic status of 1,776 training school students. A bibliography and index are included. Five appendices present: (1) List of cities with over 100,000 population having city training schools; (2) List of cities with over 100,000 population where State normal schools are located; (3) The normal arts and gymnasium building of the Chicago Normal School; (4) Observation and participation in the Boston Normal School; and (5) Statistical tables of training schools for teachers. Individual sections contain footnotes. (Contains 8 tables.) [Best copy available has been provided.]

An accurate and comprehensive study of college standards and resources has been needed for many years. Such a study should help college officers in one part of the country to evaluate credentials presented by students from institutions in other parts. It should assist parents to select wisely the institutions to which they shall send their children. Above all, it should enable college authorities to compare their own institutions with others and to strive for the most necessary improvements. In 1915, the Bureau of Education secured the cooperation of a committee representing higher educational associations for the purpose of making such a study. This document presents the results of the study. The results are less complete than could be desired, but nevertheless will accomplish, in a measure, the object in view. (Contains 12 tables and 1 footnote.) [Best copy available has been provided.]

At a meeting of the Arizona School Official's Association held in April, 1915, a resolution was passed instructing the president of the association to appoint a committee to arrange for an educational survey of the State. Members of the bureau staff visited schools in 12 of the 14 counties, and in 22 of the 24 cities employing city superintendents. Visits of from 20 minutes to an hour were made to about 200 city school teachers, and at least 100 visits of the same length were made to rural school teachers. Several months were spent by members of the survey staff in studying official reports of State and county school officers, records of the State treasurer, State board of control, county treasurers, and other State and local officials. Questionnaires were sent to all teachers in the State for personal data relative to their education, training, experience, salary, etc. Returns were received from approximately 81 per cent. Approximately the same proportion of returns was received from a questionnaire sent to officials concerning the condition of school buildings. Much information was obtained from returns received from a general letter sent to over 500 prominent persons in the state engaged in various occupations. They were asked to express their opinions relative to the strength and weaknesses of the schools. A large number responded, and their opinions were given due consideration in the preparation of this report. This bulletin is divided into four chapters. Chapter I, The State of Arizona and Its Educational System, is divided into three sections, as follows: (1) The State of Arizona; (2) History of education in Arizona; and (3) The educational system. Chapter II, Status of Elementary and Secondary Education, contains the following sections: (1) State administration; (2) County and district administration; (3) Revenue and support; (4) Urban school districts; (5) High Schools; (6) Elementary school attendance, and (7) Instruction. Chapter III, Summary of Recommendations Relating to Public Elementary and Secondary Schools, covers the following topics: (1) Centralization of the State school system; (2) Reorganization of the State board of education; (3) Provision for a nonpolitical State superintendent; (4) Provision for county control of county school funds; (5) Reorganization of the method of apportioning State funds; (6) Requirement of a higher standard of general and professional education for teachers; (7) Means to encourage the erection of suitable school buildings; (8) Rearranged courses of study; (9) Provision for expert supervision of rural schools; and (10) Reorganization of the method of handling State textbooks. Chapter IV, The State Normal School and Department of Education in the State University, contains the following sections: (1) Fundamental premises; (2) Control and organization of the Arizona normal schedule; (3) Course of study--Contents and standards to be attained; (4) Training of teachers in service; (5) Teaching staff and future policy; (6) Maintenance, physical equipment, and present needs of the Arizona normal schools; (7) Department of education in the University of Arizona; and (8) Summery of recommendations for the normal schools and department of education in the University of Arizona. An index is also included. (Contains 86 tables, 15 illustrations, and 18 footnotes.) [Best copy available has been provided.]

The Bureau of Education is frequently asked for information as to current activities in regard to vocational education in the principal European countries engaged in the present war. This manuscript summarizes the current information on this subject for the following countries: (1) Germany; (2) France; and (3) England. Results of the survey indicate that France and England have reached the same stage in their progress toward a national system of continued education. In both countries, voluntary agencies have been very active in this respect, but they can not meet the national need. The demand is imperative for a compulsory law, applicable to the entire population and enforced by national authority. The proposed law for France places stress upon vocational training in the first division of the continuation period, and upon instruction in civic duties and responsibilities in the second division. The draft regulations for continuation schools in England leave the details of their programs to local authorities, but require in every case provision "for disinterested studies making for wise living and good citizenship." In Germany, employers are forced by imperial law to bear their part in securing the continued education of juvenile workers; the schemes proposed for England include the same provision; complaint is made that the French measure is faulty in this respect, but its amendment at this point is earnestly demanded. [Best copy available has been provided.]

The Seventy-first Congress authorized a survey of the education of teachers on a Nation-wide scope which has been conducted during the last 3 years. This document on the education of Negro teachers in the United States comprises the fourth in a series of six volumes in which the survey findings are reported. The data in this volume present the most recent and the most comprehensive picture of the educational preparation and present status of Negro teachers in public schools in the States in which separate schools for Negroes are maintained. Information is presented in eight chapters: (1) introduction, providing a general statement and description of the present study; (2) elementary teachers--their professional preparation, experience and tenure, salary, and supply and demand; (3) secondary school teachers--their professional preparation, experience, teaching load and subjects taught, and salaries of Negro high school teachers; (4) the college staff--their educational level, experience and tenure, teaching duties, community contacts, publications, salary, and administrative officers; (5) curriculum offerings and practices in the preparation of Negro teachers--semester credits, curricula, and problems and issues; (6) content and methods of teaching representative courses; (7) certain administrative practices and policies in institutions for the education of Negro teachers--size, admissions and enrollments, curriculum policies and practices, special curriculum features, practice teaching, extracurricular activities, and educational aims and issues; and (8) findings, conclusions, and recommendations--concerning teaching personnel, curriculum offerings and practices, and administrative practices and policies. The facts presented should serve as the basis for the development of State programs for the better preparation of Negro teachers with resulting improvement in public school opportunities for this group. (Contains 183 footnotes, 77 tables, and 7 figures.) [Best copy available has been provided.]

With compulsory education, the State of Iowa demanded that the backward, subnormal children should remain in school and receive training. The laggard then became a tremendous problem, both from the standpoint of the individual teacher and that of the administrator. Much attention has been given to the solution of this problem. Administrators and teachers have worked out many devices by which such individuals have been cared for in the public schools of the cities and towns, and large appropriations have been made to cover such expense throughout the country. This study has been undertaken for the purpose of throwing light upon the technique of achievement which superior students in the State of Iowa have shown in their high-school work. The study is fairly representative of the high-school population of the State of Iowa. Topics covered in this bulletin include: (1) Purpose of the study; (2) Extent of the study; (3) Lessons to be drawn from the common-school ratings; (4) Achievement by grades in the high school; (5) Home environment; (6) Physical conditions; (7) School history of the group; (8) Selection of a life work; (9) Social activities aside from high-school work; (10) College plans; (11) Study methods; (12) Educational aspects; and (13) A program for the proper training of superior high-school students in Iowa. A bibliography is also included. (Contains 76 tables and 25 footnotes.) [Best copy available has been provided.]

Since its establishment, the Office of Education has shown special interest in the education of Negroes. In addition to the many sections of reports, articles, circulars and bulletins devoted to the various phases of the education of Negroes, seven comprehensive studies and one conference report have been published presenting certain aspects of their higher education. The present study is a natural outgrowth and continuation of the interest shown by the Office of Education in the graduate and professional education of Negroes over the years. It has brought together in an organized way a mass of material on the subject from numerous sources, and has presented it in such a manner as to show graduate and professional instruction of Negroes to be the climax of a long, difficult, and expensive process, the various phases of which have intimate and broad interrelationships. The author of this bulletin gathered the data from many sources: Through numerous interviews with college presidents, faculty members, and Government officials; through bibliographic research; from special memoranda and other unpublished materials; and through visits to college campuses. This bulletin contains the following: (1) Conditions Largely Racial in Origin; (2) Regional Influences; (3) Factors That Are National in Character; and (4) Suggested Programs of Action. Individual parts contain footnotes. (Contains 7 figures and 17 tables.) [Best copy available has been provided.]

This manuscript is divided into two parts. The part dealing with administrative and supervisory personnel was prepared by Fred Engelhardt and William H. Zeigel, Jr. Part II on the aims and activities of supervisors was written by Roy O. Billett. Part I investigates the scheme of administration in a large number of secondary schools. In all 4,452 inquiry blanks were mailed out in order to get the information. Data were sought in every State of the Union from State superintendents, staff members of State departments of education, city superintendents, high-school principals, and staff members in city systems and individual secondary schools. The replies to these blanks came from 32 per cent to over 91 per cent of those concerned. It will be seen, therefore, that the report on this section is representative of the field. In the second part, 30 cities were selected for intensive study. The investigation revealed 72 activities classified as supervisory. Two hundred and eighty-four supervisors were consulted, their experience averaging 20.8 years. The training which they had received seemed to be entirely adequate, 4 per cent of them holding doctors' degrees, and 45 per cent holding masters' degrees. The report indicates the emphasis placed upon various supervisory activities and describes outstanding programs for supervision. Individual chapters contain footnotes. (Contains 3 tables and 2 figures.) [Best copy available has been provided.]

The Biennial Survey of Education presents the statistics of practically all the important school systems in the United States for 1917-18. The various chapters have been previously printed as bulletins, permitting a wider circulation of the statistics. This chapter includes a general summary of the statistics, showing the enrollment in public and private schools and institutions of various types, the estimated cost of maintaining these schools for 1917-18, the distribution of teachers among these schools, and the estimated length of time the average person attends school during his life. In addition to these general statistics, this chapter contains certain information which had to be culled from other chapters in the report and assembled into a unified whole. It serves, therefore, the double purpose of summarizing and assembling such data as could not well be done in any other single chapter of the report. (Contains 22 tables and 12 figures.) [Prepared by the Statistical Division of the Bureau of Education under the supervision of H. R. Bonner, Collector and Compiler of Statistics. Best copy available has been provided.]

This bulletin presents the statistics of public high schools, revealing as far as possible the direct bearing of the data collected on current secondary school problems. To accomplish this end the presentation, necessarily, is divided into two fields: First, that making historical comparisons, and second, that showing present conditions. The first shows trend or evolution; the second, status or accomplishment. The former treatment is limited by the scope of all previous inquiries; the latter, only by the brevity of the statistical schedule now in use. As the statistics of public and private high schools were not tabulated separately previous to 1890, no attempt has been made to antedate this beginning in the establishment of historical trends. Where the statistics of private high schools have been incorporated, their inclusion has been definitely indicated. The basis used in separating the public and private high school is that of control. A secondary school "controlled" by a publicly elected or appointed board of education has been considered as a public high school--all others are private high schools or academies. As the classification adopted may not always conform to the local conception of a public or private high school, some of the schools locally considered as public may have been included in the report on private high schools, or vice versa. As the list of public high schools is very large, the detailed statistics of each school have not been printed. State summaries, however, have been made and grand summaries for the United States. The statistics have been focalized by means of graphic presentations, disclosing important relationships not readily apparent in tabular form. (Contains 95 tables.) [Prepared by the Statistical Division of the Bureau of Education under the supervision of H. R. Bonner, Collector and Compiler of Statistics. Best copy available has been provided.]

The survey to determine occupational opportunities for the deaf and the hard-of-hearing was conducted as an approved Federal project under the Civil Works Administration. It was planned and directed by the United States Office of Education. The project was conceived primarily as a study related to the vocational guidance of deaf and hard-of-hearing young people. If handicapped children are to be helped to realize their greatest potentialities occupationally, one must know in which types of occupations handicapped adults are now most successfully engaged. One must know, too, the relationship of success in a given occupation to other factors, such as degree of deafness, command of speech, and education. These items must be coupled with a knowledge of the pupil as a person--his individual capabilities and interests, his temperament, and his emotional equipment. Thus an adequate guidance program looking toward vocational sell-realization takes into consideration, on the one hand, the individual's assets and liabilities, and, on the other hand, the world of employment in which he must find a place. Some occupational studies related to the deaf and the hard-of-hearing have been made by other investigators, but in the present survey it has been possible to utilize a larger sampling than those which have hitherto been available, and at the same time the statistical analysis has included a consideration of certain factors not previously investigated. It is believed, therefore, that the findings of the study should have some significance in relation to the education of the deaf and the hard-of-hearing. If the schools are to give intelligent guidance for vocational activities, they must adjust their curricula to conditions as they are, not as they have been in the past nor yet as educational leaders would like to see them. This applies to the education of hearing and non-hearing alike. It was not the object of the survey to make an exhaustive enumeration of deaf and hard-of-hearing adults in the country nor even in those States in which the investigation was carried on, but rather to secure a sampling of those adults who were or had been employed that was large enough to show definite trends. Hence strategic points were selected in the several States which might be the centers of activity for the surrounding territory. Following an introduction, the following topics are covered in this bulletin: (1) General Description of the Sampling; (2) Employment Status of the Sampling; (3) Types of Occupations Followed; (4) Occupational Success; (5) Employers' Statements; and (6) Implications of the Findings. A list of selected references is provided. (Contains 48 tables, 9 figures, and 30 footnotes.) [This bulletin was prepared in collaboration with Kenneth Braly, Percival Hall, Jr., Helmer Myklebust, Sam D. Palmer, Alice F. Rowell, and Isabelle Walker. Best copy available has been provided.]

This bulletin presents a fundamental study of the social backgrounds of college freshmen in 33 colleges for Negro youth located in 17 states. The purpose of this study is to establish criteria and reveal trends with which local schools may compare their own student bodies; and to furnish a body of information which will be helpful in establishing and conducting a personnel program and to serve as one of the guides in further reorganizing educational theory and practice. It is believed that this information will be of value not only to college administrators and teachers, but to elementary- and high-school personnel as well, It should also prove helpful to officials of private- and public-school systems, to social workers, and to parents and students themselves. A carefully prepared questionnaire was sent out to some 95 colleges requesting cooperation, and 42 presidents expressed their willingness to cooperate. There were 2,176 examination forms returned. The tabulations and the explanations of them are given in three parts. Part I is a discussion from a more or less personal angle; Part II approached the topic from the schools previously attended; and Part III approached the topic from the point of view of the parents of these children and the educational opportunities enjoyed by their parents and their siblings. It was found that "the typical Negro college freshman is 20 years of age, has a mean psychological score of 86; and comes from a family of four children, one of which has already graduated from college. His father and mother have, respectively, 8 and 9 years of schooling. During his high-school career, he read 21 books voluntarily; engaged in three hobbies or interests; belonged to three organizations; and held two offices. He comes from a home having a monthly income of $95. The home he comes from contains 5 or 6 rooms and is occupied by 4 or 5 persons. His parents have 96 books in their home and take two magazines. The following are appended to this document: (1) Letter to Presidents of Negro Colleges (request for participation in project); (2) Background Study of Negro College Freshmen (questionnaire); and (3) Instructions for Background Study of Negro College Freshmen (letter accompanying questionnaires and examinations). A bibliography is included. Individual sections contain footnotes. (Contains 53 tables and 19 figures.) [Best copy available has been provided.]

With exceptions so few that they stand out prominently, the professional possibilities of the school principalship have not been realized. The reasons for this state of affairs are not pertinent here. It is enough to note that schools of education are studying the situation, are attempting to analyze conditions, are trying to attract promising men and women to this calling, and are providing professional courses for them. In 1923 Cubberley, in his "The Principal and his School", outlined the duties, responsibilities, and opportunities in the elementary principalship. A year later Koos, in his "The High-School Principal", provided a cross section of the situation in our high schools. A manuscript prepared by Frank Kale Foster, Assistant professor of education, State University of Washington, gives a picture of the situation in the junior high school. A bibliography is provided. (Contains 51 tables and 52 footnotes.) [Best copy available has been provided.]

Shall teachers in city graded schools be advanced from grade to grade with their pupils through a series of two, three, four, or more years, so that they may come to know the children they teach and be able to build the work of the latter years on that of the earlier years, or shall teachers be required to remain year after year in the same grade while the children, promoted from grade to grade, are taught by a different teacher each year? For the purpose of calling the attention of teachers and school officers to the subject, and that they may have in brief compass at least a partial summary of the practice of the schools of this and other countries, and of the opinions of some of those who have tried the two plans. On general grounds, in accordance with the principles of pedagogy and psychology, the argument is strong for the advancement of the teacher with her pupils for a considerable period of time. The personality of the teacher is the vitalizing force education, and it is productive in individuals: (a) according to native endowment, (b) according to personal training and attainment in knowledge, sympathy, and skill. When a wholesome, productive personality has once begun to stimulate into new life and power the growing conscious being of the child, its activity should be continued so long as it shows a normal quickening influence. This is essential for conscious mental unity in the child, and for normal, uniform development. Contents of this bulletin include: (1) Letter of transmittal; (2) The questions involved; (3) Reasoning from a theoretical standpoint; (4) Grades and cycles of advancement noted in replies to questionnaire; (5) Opinions of superintendents as to merits of plan; (6) Opinions of teachers; (7) Advancement of teacher in foreign schools; (8) Summary of arguments for and against the plan; and (9) Addenda. (Contains 2 tables and 5 footnotes.) [Best copy available has been provided.]

This bulletin reports facts concerning the salaries, the amount of education, and the amount of experience in teaching of men and of women in public and in private secondary schools in the United States. It shows the typical condition and the variations from it of each fact for each group, and makes certain obvious comparisons between the groups. The author has attempted also to answer the important but somewhat intricate questions concerning the relation of education, experience in teaching, and personal gifts to financial recompense and to efficiency in teaching, of which they are, under certain conditions, a measure. The types and variations in respect to a salary, extent of education, and length of experience in teaching are estimated, for the country as a whole, from the data for approximately five thousand teachers, who were chosen so as to represent impartially the entire teaching staff in each of the groups. They may be easily calculated for the men and women teachers in public high schools of several States separately from the data given in Section IX. The relations of education and experience in teaching to salary are estimated for several States and other significant local units separately. Differences in the cost of living and in other economic conditions make any estimates of these relations for the whole country too ambiguous to be of service. An index is included. Individual sections contain footnotes. (Contains 9 tables and 40 figures.) [Best copy available has been provided.]

This bulletin identifies and discusses several outstanding achievements in home-economics education during the biennium. Individual sections explore: (1) Findings of statistical study of home economics in the public high schools; (2) Curriculum making; (3) Child development and parental education, including higher education, secondary education, elementary education, state programs, and private organization; (4) The school lunch, with particular attention given to school feeding surveys; (5) Nutrition; (6) Economics of the home; (7) Social relationships of the family; and (8) Home economics for boys. (Contains 7 tables and 2 footnotes.) [Best copy available has been provided.]

A major contributor to the field of adult education, Dr. Ambrose Caliver devoted much of his professional life to adult literacy. While this area continued to occupy his interest and best efforts, he also took an active role in such matters as displaced persons, human rights, public affairs, aging, and professional development of adult educators. Born in 1894, Caliver began his career as a high school principal in Tennessee. Before his death in 1962 he served in the following capacities: faculty member at Fisk University; specialist in the education of Negroes, United States Office of Education; organizer of the National Advisory Committee on the Education on Negroes; implementer of a number of national surveys, including the National Survey of Teacher Education, the National Secondary Education Survey, the National Survey of the Vocational and Educational Guidance of Negroes, and the National Survey of the Higher Education of Negroes; director of a number of workshops dealing with the development of adult literacy programs as well as the professional development of adult educators; initiator of a series of dramatic educational radio broadcasts on Negroes' participation in American life; member of the Displaced Person's Commission; and president of the Adult Education Association. (MN)