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For a period of more than 25 years, this series of publications has provided an authoritative and reasonably comprehensive source of information about Federal activities in education. The present bulletin, Federal Funds for Education, 1958-59 and 1959-60, is the 15th in the series. It describes educational programs supported by the Federal Government and gives tabular summaries of the Federal funds provided. Compilations of amounts for the individual States in the 1958-59 and, if available, for the 1958-60 school years are presented. Summary tables reporting program amounts over a 10-year period are also included to show trends in Federal support. The figures indicate annual amounts for the separate programs; the extent that educational activities are supported in the separate Federal departments, agencies, or offices, and the Government-wide participation in supporting education services throughout the United States. The value of this kind of information has recently been emphasized in arrangements between the National Science Foundation and the Office of Education for a further analysis of data on Federal funds for education. An index is provided. (Contains 70 tables. Individual chapters contain footnotes.) [Due to its size, this volume has been processed as two separate parts. The first part (ED544040), includes the foreword through Chapter IV. The second part (ED544041), includes Chapter V through the index. The cover page and table of contents are repeated in the second part. Best copy available has been provided.]

Migration has been an essential part of American life and a contributing factor to the urbanization of its cities. The pages of history are filled with the record of the movement of people away from a lesser toward a greater opportunity and the search for security and happiness in some more favorable environment. There are two large groups of migrants in America today, the agricultural migrants who follow the crops, and the industrial migrants who come to the city seeking new opportunities. The limitations and scope of this bulletin exclude a consideration of the agricultural migrant. It also excludes a consideration of the immigrant who has been a contributing force in U.S. population growth. The chief concern of this bulletin is with that large aggregation of internal migrants who leave their communities for urban centers in search of work and other opportunities. What are some of the educational problems and issues involved in migration? This bulletin identifies the more pressing of them without presuming to suggest final solutions. The report constitutes an "approach" to the subject under discussion, not an exhaustive analysis of it. Some of the threads which lead from the new resident in the urban community back to the sources and causes of migration and forward to the educational needs and requirements have been identified. Suggested guides to further analysis and study have been included. National, State, and local workers, educators, leaders in lay and professional organizations, and parents should find the report valuable in planning, appraising, and improving educational programs for the adult migrants who are crowding into urban centers at an accelerating rate. This bulletin is divided into five sections, as follows: (1) Populations on the Move; (2) The Responsibility and Challenge of Education; (3) Selected Urban Community Approaches to the Education of Migrants; (4) Trends in the Development of Educational Programs and Services for Migrants; and (5) Educational Needs and Concerns Requiring Further Study and Research. A bibliography is included. (Contains 1 table, 2 figures, and 44 footnotes.) [Best copy available has been provided.]

This directory is an encyclopedic compilation and includes all companies, institutions, and organizations which lend or rent 16mm films within the United States--including the 48 States, the District of Columbia, Alaska, Hawaii, and Puerto Rico--and assented to their being listed in the directory. It includes libraries which handle entertainment films and those which handle instructional films. A query, in the form of a letter-questionnaire, was sent to 4,920 known or possible 16mm film libraries in January and March 1958, of which 3,660 responded that they were, in fact, 16mm film libraries and agreed to their inclusion in the directory. The listing is arranged alphabetically by state, city, and library name. The annotation of each library contains three items of basic information: (1) The number of films (titles) in the library; (2) the nature of these films, namely entertainment, educational, religious, or sponsored; and (3) special restrictions, if any, on the distribution and use of these films, such as geographical limitations or restrictions required by law. [Best copy available has been provided.]

This directory of 16mm film libraries has been compiled for the use of teachers, school administrators, librarians, community leaders, and others who use or wish to use motion pictures in their educational and informational programs. It is a revision and an expansion of the Office of Education publication, "A Directory of 2,002 16mm Film Libraries," which was prepared and issued two years ago. It is hoped that this annotated directory of film libraries, arranged by States and cities, will be helpful to all groups interested in obtaining and using 16mm films and, furthermore, that the information provided in this directory concerning the resources and services of more than 2,600 film libraries will be useful in the national defense programs. The directory includes libraries which handle entertainment films and those which handle instructional films; it includes libraries which have only one film and libraries which have thousands of films. It includes commercial dealers, colleges and universities, city and State school systems, public libraries, industrial companies and trade associations, labor unions, civic groups, religious institutions, and Government agencies. [Best copy available has been provided.]

On every hand one hears youth asking: "Where can we find work?" Many young people of this generation have never had a steady job, have never experienced the pleasure that comes from contributing their share toward satisfying human needs. Some of them have spent several years in preparing themselves for definite kinds of work, but cannot now find an opportunity to put their training to use. Others, without formal preparation for any occupation, have not been able to obtain a job where they might acquire a skill through practice. An unfortunate aspect of the situation is that many young people who left school in 1929 at the age of 16 or 18 now reached their twenty-second or twenty-fourth year without achieving the occupational experience usually expected of an adult of such age. This circumstance closes to them the door of opportunity and prevents their gaining experience. Many communities have set themselves earnestly to the task of helping youth find employment. Where no paid jobs could be discovered, work has sometimes been arranged which simply offers an opportunity to young people to be useful and to learn. In order to obtain a comprehensive picture of accomplishments along this line, the United States Office of Education, in the spring of 1935, sent a schedule of questions to community leaders in all parts of the country, asking what measures were being taken to find or create employment opportunities for young people between the ages of 16 and 24. The answers show that this problem has been receiving much serious consideration and that a wide variety of enterprises are under way. In this bulletin brief accounts are given of a number of undertakings which may be suggestive to workers in other communities. Naturally, space would not allow the description of all the activities reported; examples were so numerous that only typical ones could be included. Individual sections contain footnotes. [Best copy available has been provided.]

During the year the field force of the Bureau of Education in Alaska consisted of 5 superintendents, 1 assistant superintendent, 116 teachers, 9 physicians, and 11 nurses. Sixty-nine schools were maintained with an enrollment of 3,635. School buildings were erected at White Mountain, whither the Eskimos had migrated from Council; at Elim, within a tract on Norton Sound which had been reserved by Executive order for the use of the Eskimos formerly inhabiting the village of Golovin; at Fort Yukon, to replace the school building which the erosion of the river bank had rendered unsafe; and at Tyonek, where the small log building hitherto used for school purposes had proved to be inadequate; at Metlakatla a residence was erected for occupancy by the principal teacher. The wisdom of the policy of setting aside selected tracts within which the natives can readily obtain fish and game and advantageously conduct their own enterprises has again been demonstrated by the success of the colony at Noorvik in Arctic Alaska. With their advancement in civilization, the Eskimos living at Deering on the bleak sea coast, craved a new home. Lack of timber compelled them to live in the semiunderground hovels of their ancestors, while the killing off of the game animals made it increasingly difficult for them to obtain food. An uninhabited tract on the bank of the Kobuk River, 15 miles square, abounding in game, fish, and timber, was reserved by Executive order for these Eskimos, and thither they migrated with their household goods and herds of reindeer. On this tract in the Arctic wilderness, the colonists under the leadership of the teachers, within two years have built a village with well laid-out streets, neat single-family houses, gardens, a mercantile company, a sawmill, an electric light plant, and a wireless telegraph station, which keeps them in touch with the outside world. Affairs at Metlakatla, on Annette Island, have made satisfactory progress. The legality of the Annette Island Fishery Reserve has been established by the opinion of the Supreme Court of the United States, December 9, 1918, and plans for the development of the colony can now confidently be carried into effect. By a lease dated April 30, 1917, the Secretary of the Interior, on behalf of the Metlakatlans, granted to the Annette Island Packing Co., of Seattle, fish-trapping privileges within the reserved waters adjacent to Annette Island and permission to erect and operate a cannery on Annette Island. For these privileges the lessee guaranteed the payment of not less than $4,000 during the season of 1917 and of not less than $6,000 per annum for five years beginning with 1918. It is expected that the revenues accruing from this lease will enable the Secretary of the Interior to take over, for the Metlakatlans, the property of the lessee within the reserve and to arrange for the operation of the cannery by the natives themselves. Lapps and Reindeer in Sweden and Norway is appended. (Contains 8 plates.) [Best copy available has been provided.]

This 1918-1919 educational directory published by the Bureau of Education covers the following topic areas: (1) United States Bureau of Education; (2) Department of State: Educational activities; (3) Department of War: Military educational activities; (4) Department of the Navy: Naval educational activities; (5) Department of the Interior: Educational activities; (6) Department of Agriculture: Educational activities; (7) Department of Labor: Educational activities; (8) Independent establishments: Educational activities; (9) Principal State school officers; (10) Executive officers of State boards of education; (11) Executive officers of State library commissions; (12) County and other local superintendents of schools; (13) Superintendents of public schools in cities and towns; (14) Assistant and district superintendents of schools in cities of over 25,000 population; (15) Business managers in cities of over 25,000 population; (16) Chief medical inspectors or school health officers in cities of over 25,000 population; (17) Universities and colleges: Presidents and heads of departments of education; (18) Universities and colleges: Deans or directors of colleges or schools of engineering; (19) Universities and colleges: Deans of women; (20) Junior colleges; (21) Presidents and secretaries of boards of trustees of universities and colleges; (22) Presidents or deans of professional schools; (23) Principals of normal and kindergarten training schools; (24) Vocational education; (25) Superintendents of schools for the blind; (26) Superintendents of schools for the deaf; (27) Superintendents of schools for the feeble-minded; (28) Summer school directors; (29) Directors of museums; (30) Librarians of public and society libraries; (31) Directors of library schools; (32) Directors of schools of philanthropy; (33) Educational boards and foundations; (34) Church educational boards and societies; (35) Superintendents of Catholic parochial schools; (36) Jewish educational organizations; (37) International associations of education; (38) American educational associations; (39) Learned and civic organizations; (40) State Federation of Women's Clubs; (41) National Congress of Mothers and Parent-Teacher Associations; and (42) Educational periodicals. [Best copy available has been provided.]

This list is based on the Minnesota school library list, Books for High Schools, 1913-14. The number of titles has been materially increased to include the suggestions of many high-school teachers, specialists in the Bureau of Education, high-school librarians, public librarians, and commission workers. The effort has been to provide a thoroughly standard list of tested books for a foundation library, to include as much fresh material as possible, and to suggest books of interest and value to pupils of the high-school age. The following topic areas are covered: (1) Library economy; (2) Psychology; (3) Conduct of life, ethics; (4) Mythology; (5) Politics and government; (6) Economics; (7) Education; (8) Commerce, commercial geography; (9) Folklore, legends; (10) Science (general), nature study; (11) Vocational guidance; (12) Physiology, hygiene, and physical training; (13) Engineering; (14) Agriculture (general); (15) Home economics; (16) Business, communications, transportation; (17) Manual training and shopwork; (18) Fine arts (general), photography; (19) Literature (general); (20) Fiction; (21) Travel; (22) Biography; (23) Ancient history; (24) Modern history (general European); (25) Indian life and history; and (26) American history. A directory of publishers and an index are included. [Best copy available has been provided.]

Through its Alaska division, the United State Bureau of Education is developing and educating an aboriginal population of different races dwelling in widely varying regions and climates, many of whom require assistance in adjusting themselves to the new conditions with which civilization has confronted them. The problem involves both educating children and the uplifting of entire communities. The work includes the maintenance of schools, hospitals, and orphanages; the relief of destitution; the fostering of trade; the organization of cooperative business enterprises; the establishment of colonies; and the supervision of the reindeer industry. This bulletin describes transportation changes that have facilitated access for people and goods; the level of involvement of teachers in supplementing health care provided by the Bureau, developing industrial education programs, extension of medical services to more communities, the status of the reindeer industry, and the impact of the Bureau of Education's work on the native populations. [Best copy available has been provided.]

The investigation reported in this bulletin was undertaken for the purpose of making available a volume of evidence on questions concerning the early elimination of children during out-of-school hours. The inquiry was confined to the children of sixth, seventh, and eighth grades. Information concerning the following points has been presented: (1) The proportion of school children who work during out-of-school hours; (2) The amount and money value of the work; (3) The nature of the work performed; (4) How school children spend their leisure hours; (5) Why children leave school at an early age; and (6) To what extent can gardening replace less desirable forms of employment. The investigation covers the activities of 14,391 children from rural communities and distributed over 11 states. (Contains 8 footnotes and 10 tables.) [Best copy available has been provided.]

This bulletin is the eighth compilation of statistics on private commercial and business schools made by the Office of Education since 1900. The seventh, or preceding report, on this field of education was published for the year 1929. The effect of the economic situation on private commercial and business schools has been to reduce their enrollments, attendance, and activities by 1933 to the general level they were in 1905, a matter of 29 years ago. A drop in day enrollments of about 52 percent since 1929, with a drop of only 20 percent in teachers, has the apparent advantage for the students of giving a ratio of 1 teacher to every 18 students instead of 28 students as in 1929. Of the list of 1,826 schools canvassed in 1933, this report includes data for 651 schools, or 35.5 percent of the total. At least 275 schools went out of existence from 1929 to 1933 and 147 were organized. Schools seem to be most stable in cities of from 30,000 to 100,000 population. The level of the educational background of students entering private commercial and business schools is higher than in 1929. Only 66 percent had graduated from high school in 1929, whereas 77 percent had reached this level or beyond in 1933. A list comprising 1,826 schools was used for the purpose of this study. Of the 1,826 schools addressed by questionnaire, 661 schools in 45 States and the District of Columbia, as well as 7 schools in the outlying parts of the United States (Hawaii, the Philippines, and Puerto Rico), responded with data which could be used. (Contains 11 tables.) [Best copy available has been provided.]

Eighteen States and the District of Columbia were represented at the second conference of collegiate instructors in foreign service training subjects, which was held at the New Willard Hotel, Washington, D.C., December 26, 1923, under the direction of the former advisory council and committee of fifteen on educational preparation for foreign service, now known as the National Council on Foreign Service Training. The topic of the conference was practices and objectives in training for foreign service of Government and business. This conference was the outgrowth of a small round-table conference held under similar direction at the Hotel Sherman in Chicago, Illinois, December 27, 1922. Preliminary to the latter conference the chairman of the National Council on Foreign Service Training, G. L. Swiggett, requested two groups of men engaged in the service of Government and business for an opinion based on experience in regard to necessary educational preparation for their respective types of work. Each group expressed the belief that overspecialization was not desirable; that technique should come late in the course of study; that the maximum of English should be offered; and that chemistry should be taken as a basic science. With these suggestions in mind it was decided at the 1922 Chicago conference that the following subjects, with unit requirements, will best serve as secondary preparation for further collegiate study in foreign service subjects: English, 4; modern language, 4--at least three units in one language; American history, 1; English history or modern European history, 1; economic geography, 1; mathematics--algebra and plane geometry, 1.5; chemistry or physics, 1; civics, 0.5; elective, 1; 15 units in all. [Best copy available has been provided.]

The administration of the work of the Bureau of Education in Alaska involves great difficulties, arising principally from the remoteness of most of the schools, the enormous distances between the schools, the meager means of communication, and the severity of the climate. In addition to maintaining schools for the children belonging to the aboriginal races of Alaska, the bureau aids entire native communities by extending medical relief, by maintaining sanitary methods of living, by fostering the commercial enterprises of the natives, by promoting the reindeer industry, and by relieving destitution. The field force in Alaska in 1922 included 5 superintendents, 144 teachers, 8 physicians, 14 nurses, 5 nurses in training, 16 hospital attendants, and 7 herders in charge of reindeer belonging to the Government. Seventy schools were in operation, with an enrollment of 3,679. Orphanages were maintained at Kanakanak and Tyonek for the care of children left destitute by the epidemic of influenza which prevailed in those regions. [Best copy available has been provided.]

Recently there has been a notable increase in the amount of attention given to the subject of vocational education on the part of the general public as well as by educators. There has been much debate among educators over the respective merits and functions of vocational education and general education, and there are still educational leaders who appear to regard vocational education and general education as two mutually exclusive "horns of a dilemma," and to feel impelled by the exigencies of the situation to place themselves on one side or the other of what they deem to be a controversy over fundamental policies. Of even greater significance is the extent of the interest taken by the general public. A large number of articles have appeared in magazines of all classes, including those of literary and scientific leanings, and even some of highly specialized outlook, as well as many of the more popular periodicals. Even the daily press has given unwonted attention to questions formerly regarded as too technical to be of interest to the general reader. One serious defect in much of this general popular discussion of vocational education is that it has been uninformed and superficial. Unfortunately, educators are in part responsible for the confusion because of the loose way in which the term "vocational" has been used. The enactment of the Smith-Hughes vocational education law of 1917 established certain standards and tended to fix the definitions of certain types of educational activities, but not even five years of experience under this legislation have served to bring about general agreement as to the meaning of essential terms. Topics covered in this bulletin include: (1) Increased popular interest; (2) Relation of vocational education to general education; (3) Important factors of progress; (4) Federal Board for Vocational Education; (5) The part-time school; (6) Business and industry assume a share of responsibility; (7) Industrial teachers' scholarships; (8) The literature of vocational education; (9) Prevocational education; (10) Vocational guidance; (11) Validity of Federal aid legislation assailed; (12) Vocational education in the Army and the Navy; (13) Correspondence schools; and (14) Manual arts instruction. (Contains 27 footnotes.) [Best copy available has been provided.]

Home-economics education during the biennium has made notable progress. Among the achievements are the formation of the Organization of Supervisors and Teachers of Home Economics, further curriculum revision, better integration of home-economics instruction with health education, larger opportunities for child development and parental education, organized courses for social and family relationships, increased interest in business opportunities for women trained in home economics, courses for boys and men, greater Federal appropriations, and more research or fact-finding studies in the various fields of home economics. The contents of this bulletin include: (1) Introduction; (2) Organization of supervisors and teachers of home economics; (3) Curriculum reconstruction; (4) Health education; (5) Child development and parental education; (6) Social and family relationships; (7) Home economics in business; (8) Home economics for boys and men; (9) Home economics for adults; and (10) Home-economics studies and researches. (Contains 2 footnotes.) [Best copy available has been provided.]

The extremely rapid development of new and diverse industries, the equally rapid modification of older industries and business practices, the reshaping of domestic and foreign business relationships, and recent economic changes indicate emphatically the growing responsibility of education for economic and business leadership. A continuing, capable leadership, schooled in the social implications and obligations of business, to cope with new and complex problems of management, is increasingly important for the nation's general welfare. The purpose of this report is to set forth briefly the status and outstanding developments in the program of education for business during the biennium 1926-1928. A review of the education and business literature, including general and special reports pertaining to statistics, city and State school systems, universities, conferences, courses of study, research, and business men's organizations, reveal the operation of many factors in the process of modernizing the traditional program of commercial education. The term "commercial education" is used to include that education and training which prepares specifically for an understanding of the relationships and the performance of activities in business. Contents include: (1) Increased enrollments in commercial education; (2) Trend of the objectives; (3) Changing requirements of business positions; (4) Commercial occupation surveys; (5) State and regional studies; (6) Analyses of the duties of business positions; (7) Recent developments in secondary schools; (8) Commercial teacher training; (9) Higher education for business; (10) Conferences; and (11) Conclusion. (Contains 36 footnotes.) [Best copy available has been provided.]

There is a growing consciousness of the importance of definite preparation for business occupations. People are realizing more than ever that better preparation for these occupations usually results in greater vocational efficiency and contributes to vocational and social happiness. Business men have recently taken a greater interest in commercial education because they appreciate the relation of vocational efficiency to the efficiency of the business community. Educators have given increased attention to this phase of education in order to develop a balanced program that will meet the best interests of the individual, the business community, and society. The purpose of this bulletin is to set forth briefly the progress of commercial education during the biennium 1924-1926. The term "commercial education" is used to include that education and training which prepares specifically for an understanding of the relationships and the performance of activities in business. A survey of educational and business literature, including reports pertaining to statistics, researches, courses of study, conferences, school systems, universities, and business men's organizations, reveals a greater interest and activity in this phase of education than during any similar period. An outcome of this increased interest is the tendency toward scientific curriculum revision. Some of the important developments pertain to increased enrollments, definite vocational objectives, course of study revision, and research. Contents include: (1) Introduction; (2) Tendencies in enrollments; (3) Trend of objectives; (4) Trend toward standardization of business occupations; (5) Development of closer cooperation between education and business; (6) Commercial occupation surveys; (7) A new conception of office practice; (8) Developments in the junior high schools; (9) Progress in the high schools; (10) Status of supervision; (11) Contests in commercial subjects; (12) Commercial education conferences; (13) Tendencies in commercial teacher training; (14) The private business schools; (15) Higher education for business; and (16) Conclusion. (Contains 6 footnotes.) [Best copy available has been provided.]

The depression of the past few years led colleges and universities to seek new ways in which to assist their financially needy students. In January 1937 the Office of Education requested all colleges and universities to send it descriptions of the projects they had devised. The responses to this request indicated a very cooperative spirit on the part of the institutions, but many of the projects they described did not differ materially from those commonly employed to help needy students. A few of them, however, were of such nature as to merit publication, and from these have been selected some of the largest and most unusual for description in four parts in this bulletin: (1) Money-earning opportunities provided by the college or university identifies projects operated by higher education institutions in factories and college printing presses, various other and special projects, drives to stimulate student employment by local businesses, and student employment at Yale University; (2) Money earning opportunities devised by students that are encouraged and aided by the institutions, such as student agencies that supply services or sell commodities to other students, student-initiated projects such as setting up a beauty parlor through the student government association, and student-operated employment bureaus that reach out to local businesses to identify opportunities; (3) Projects to reduce the cost of student living, including cooperative housing projects devised by state-controlled and privately-controlled institutions, cooperative dining clubs, cooperative housing projects devised by students, and other means to reduce the cost of student living provided by the institutions; and (4) Self-help colleges that aim to be as nearly self-sustaining as possible, with descriptions of the labor programs at ten of these institutions. The conclusion contrasts current activities with the practices of earlier years, highlights recent changes at the institutional and Federal levels, and discusses the educational significance of work projects and of cooperative living arrangements for college students. (Contains 1 footnote.) [Best copy available has been provided.]

Among areas governed by the United States, Alaska is unique in a number of ways; one of special interest to education officials and students is concerned with the maintenance within its borders of two publicly supported school systems--one by the Federal Government and one by the Territory. It was chiefly in the interest of the former that the author visited the Territory in the spring of 1931 to study and report on its condition and progress. For a period of more than 40 years preceding 1931, the Bureau of Education, now the Office of Education, was responsible for the education of the natives of Alaska. During 1930, plans were under consideration by the Commissioner of Education for certain reorganizations and adjustments in the school system, particularly curricular adjustments, and a personal visit of the staff member directly in charge was, therefore, arranged. Before their consummation, however, transfer of administrative functions concerned with the native schools was recommended by the Commissioner of Education and effected by the Secretary of the Interior. Administration of the schools under the auspices of the Office of Indian Affairs is now well under way. The time seems opportune, therefore, for this brief review of the initiation and development of the Federal school system under the direction of the Bureau of Education. The chief sources drawn upon in the compilation of this report are personal observation and a series of reports of the Commissioner of Education on education in Alaska and the development of the reindeer industry in that Territory. As the report of a unique development in education in the United States, this bulletin should be of interest to educators in general, but especially to that growing group of students engaged in scientific research and experimentation in the specialized problems, racial and educational, of native and minority groups the world over. A bibliography is included. (Contains 3 tables and 4 footnotes.) [Best copy available has been provided.]

The purpose of this study was to: (1) make a careful survey of the county, touching upon its geological, geographical, social, and economic features; (2) survey the system of schools now provided by the many districts in the county; and (3) propose a system of public schools to meet more adequately the needs of the people of this larger community. Material has been gathered by a personal visit to every town and nearly every school in the county; by talks with teachers, pupils, parents, business men, and county officials, as well as by written records. Question blanks were presented to each of the rural schools, and were filled out by the pupils in the presence of the investigator. Blanks were also sent to many of the teachers and parents in various districts. Other information was furnished at the county offices, at Redwood City. (Contains 15 charts and 3 footnotes.) [Best copy available has been provided.]

On September 7, 1929, the Hon. Harvey Parnell, Governor of the State of Arkansas, addressed a request to Dr. William John Cooper, United States Commissioner of Education, asking that the United States Office of Education "... make or cause to be made, under its supervision and direction, a survey of the State-supported institutions of higher learning in Arkansas." Governor Parnell's letter states: "The subject of the survey would be: (1) To examine the scope and character of the work of these institutions, and (2) to make recommendations as to what policy the State should pursue in the development and maintenance of a State-supported system of higher education." In response to this request arrangements were made for Dr. Arthur J. Klein, Chief of the Division of Higher Education of the United States Office of Education, to meet with the governor, the State superintendent of public instruction, and the presidents of the State-supported institutions of higher learning in Arkansas, at the governor's office in Little Rock, September 23, 1929. As a result of this preliminary conference, certain memoranda of agreement were entered into between the State of Arkansas and the United States Office of Education. Consequently, under the direction of Dr. Arthur J. Klein, a large amount of data was collected by questionnaire and other methods, relating to the status and the problems of the State-supported institutions in Arkansas. When these data were thoroughly studied and digested, they were made the basis for an intensive field study of the institutions, and the findings and recommendations are presented in this bulletin, which is divided into 11 chapters, as follows: (1) Introduction; (2) The public schools and higher education; (3) Teacher training; (4) Institutional functions and relations; (5) Physical plant and libraries; (6) Ability to support education; (7) Business management; (8) General extension service; (9) Standards and practices in teacher training; (10) Uniform standards and practices; and (11) Summary of conclusions and recommendations. (Contains 40 tables. Individual chapters contain footnotes.) [Best copy available has been provided.]

The attached document covers the initial sections of the second volume of the Survey of Land-Grant Colleges and Universities, from Part I to Part VI. Part I, Arts and sciences, contains the following chapters: (1) Introduction; (2) Arts and science organization; (3) Specialization; (4) Enrollments and salaries; (5) Articulation with secondary schools; (6) Curricular prescription and orientation; (7) Conclusions and recommendations. Part II, Commerce and business, includes: (1) Introduction; (2) Need for higher education; (3) Student body; (4) Administrative organization and staff; (5) Facilities; (6) Offerings and services. Part III, Teacher training, contains: (1) Introduction; (2) Brief historical account of teacher training; (3) Objectives; (4) Teacher supply and demand; (5) Administration and professional organization and relationships; (6) Fiscal aspects; (7) Physical plant and housing facilities; (8) Staff; (9) Student personnel problems; (11) Curricula and courses; (12) Improvement of instruction; (13) Home economics teacher training; (14) Vocational agricultural education; and (15) Summary and conclusions. Part IV, Military education, includes: (1) Historical introduction; (2) Organization and operation; (3) Administration of department; (4) Financial phases of military education; and (5) Results and accomplishments. Part V, Professional veterinary medicine, includes: (1) Historical introduction; (2) The nature of veterinary medicine; (3) Demand for veterinary medicine; (4) Organization and support; (5) Classrooms, laboratories, and clinics; (6) The staff; (7) The curriculum; (8) Alumni; and (9) Conclusions and recommendations. The attached portion of the bulletin concludes with Part VI, Summer session: (1) Objectives; (2) Organization and administration; (3) Direction of summer sessions; (4) Program; (5) Principal factors restricting development of summer schools; (6) Principal factors in determining the expansion of the educational program of the summer session; (7) Finances; (8) Salaries of summer session; (9) Staff in summer sessions; (10) Head of summer session; (11) Students; (12) Curricula and credits; and (13) Improvements of summer sessions. Individual sections contain tables, graphs, charts, and footnotes. [This survey was prepared under the direction of Arthur J. Klein. Due to its size, this volume has been processed as two separate parts. The first part (ED542085) includes the Part I through Part VI. The second part (ED542086) includes Part VII through the index. Best copy available has been provided.]

Home economics education during the past biennium has made notable progress in a number of directions. These directions include, among others, a clarification of the contributions of home economics to general education, to health education, to child care and welfare, and a reorganization of the curriculum, based on scientific evidence. This latter problem, together with a scientific selection of home economic objectives to be achieved, has been for some time paramount in the minds of many home economics leaders. These interests have called for an almost complete restatement of objectives and goals and a revision of subject matter. This has occupied leaders of home economics in a number of States and in many cities. Notable among the latter is Denver, Colorado, where the revision of the home economics curriculum was influenced by Briggs's philosophy of education, namely, "To teach pupils to do better the desirable activities that they will perform anyway; to reveal higher types of activities and to make them both desired and, to an extent, possible," and, secondly, that "the curriculum is a series of experiences so selected, guided, and coordinated that what is learned in one experience contributes to the elevation and enrichment of any succeeding series of experiences." With this outlook upon education, Denver observed in its curriculum-making procedure the three following steps, namely, the selection of present home activities of the schoolgirl; an enrichment of these experiences through subject-matter content, and the elevation and direction of the girl's present home activities and experiences to higher levels, thereby safeguarding her preparation for home activities occurring in her life at some future time. This bulletin contains: (1) Contribution of home economics to general education; (2) Relation of home economics to health; (3) Provides training in child care and welfare; (4) Notable improvement in home economics equipment; (5) Grades receiving food and clothing instruction; (6) Educational tests in home economics; (7) Home economics in business; (8) Home economics research; (9) American home economics in foreign fields; (10) The American home economics association; and (11) Some contributions made by the Bureau of Education to the progress of home economics education. [Best copy available has been provided.]