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Part 1 of the 1952-53 Education Directory covers federal and state education agencies. U.S. Federal Security Agency Office of Education officials, principal school officers of state and territorial education departments, library extension agencies' executive officers, and U.S. Department of Interior Bureau of Indian Affairs principal education officers are listed in order to enable officials' identification and illustrate organizational structure and hierarchy. Part 2 provides a directory of county and city public school systems by state, as well as parochial schools. Part 3 provides higher education enrollment data and lists by state institutions of higher education offering at least a two-year program of college-level study. Criteria for listing and institutional classifications are given. Part 4 lists national and regional education associations, state education associations; foundations, religious education associations, and international education associations.

Part 1 of the 1951-52 Education Directory covers federal and state education agencies. U.S. Federal Security Agency Office of Education officials, principal school officers of state and territorial education departments, library extension agencies' executive officers, and U.S. Department of Interior Bureau of Indian Affairs principal education officers are listed in order to enable officials' identification and illustrate organizational structure and hierarchy. Part 2 provides a directory of county and city public school systems by state, as well as parochial schools. Part 3 provides higher education enrollment data and lists by state institutions of higher education offering at least a two-year program of college-level study. Criteria for listing and institutional classifications are given. Part 4 lists national and regional education associations, state education associations; foundations, religious education associations, and international education associations.

Part 1 of the 1948-51 Education Directory covers federal and state education agencies. U.S. Federal Security Agency Office of Education officials, principal school officers of state and territorial education departments, library extension agencies' executive officers, and U.S. Department of Interior Office of Indian Affairs principal education officers are listed in order to enable officials' identification and illustrate organizational structure and hierarchy. Part 2 provides a directory of county and city public school superintendents by state, as well as parochial schools. Part 3 provides higher education enrollment data and lists by state institutions of higher education offering at least a two-year program of college-level study. Criteria for listing and institutional classifications are given. Part 4 lists national and regional education associations, foundations, religious organizations, state education associations, and international education associations.

This second section of the Annual Report of Federal Security Agency for the Fiscal Year 1945 provides the U.S. Commissioner of Education's annual report. In part II of the 1944 Annual Report of the U. S. Office of Education there was set forth a plan of organization to improve the services of the Office to American education. During the fiscal year 1945 the plan was widely and thoughtfully discussed in educational circles and in the Congress. A relatively small increase in appropriations was provided to the Office of Education with which to begin the proposed improvements in its services. Early in the fiscal year 1946 these improvements were begun by the regrouping of staff and functions of the Office in eight operating divisions. The present report for the fiscal year ending June 30, 1945, gives a brief panoramic view of the services and activities of the Office under the plan of organization existing during the final wartime year. It reflects the far-reaching relationships of the war to the activities of the Office of Education and of the Nation's schools, school systems, and colleges. This report begins with a letter of transmittal and a foreword from the Commissioner of Education. Topics covered include: (1) Higher Education; (2) Vocational Education; (3) School Administration; (4) General Instructional Services; (5) Physical Education and Health Activities; (6) Statistics; (7) The Library; (8) Service to Libraries; (9) Comparative Education; (10) Inter-American Educational Relations; (11) Special Programs and Projects; (12) Services for the Blind; (13) Visual Aids for War Training; (14) Educational Uses for Radio; and (15) Publications.

This 1951 Annual Report of the Federal Security Agency for the Office of Education is divided into five parts. Part 1, Education and Mobilization for Defense, includes: (1) Defense Information Bulletins; (2) Claimant Agency Function Under the NPA; (3) College Students Under Selective Service; (4) Defense Training Programs; (5) Assistance in Federally Affected Areas; (6) National Scientific Register; and (7) Civil Defense. The second part covers the reorganization of the Office of Education. Part 3, Focal Points for Action, includes: (1) The Schoolhouse Shortage; (2) The Teacher in America; (3) Vocational Training; (4) Adult Education; (5) Life Adjustment Education; (6) The Chance to Go to College; (7) Education for International Understanding; (8) The Challenge of Television; and (9) Education and the Nation's Strength. Part 4, Work in Progress, includes: (1) State and Local School Systems; (2) Vocational Training; (3) Higher Education; (4) Research and Statistics Standards; and (5) Program Development and Management Improvement. The fifth part covers publications issued by the Office of Education.

This document contains the October 1949 through June 1950 issues of "School Life," a monthly publication of the U.S. Federal Security Agency Office of Education. The journal issues cover a variety of topics across education sectors, atomic energy education, education media, school sanitation, veterans' education and training, adult education, legislation before Congress, public health, education finance, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume XXXII index is included.

This document contains the October 1952 through September 1953 issues of "School Life," a monthly publication of the Federal Security Agency (October 1952-March 1953) and U.S. Department of Health, Education, and Welfare Office of Education. The journal issues cover a variety of topics across education sectors, national school physical-plant needs, the United Nations, atomic energy education, education media, gifted-student education, migrant education, the National Conference on Life Adjustment Education for Youth, foreign language study, veterans' education and training, adult education, civil defense education, legislation before Congress, public health, education finance, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. A volume XXXV index is included.

During the past four years, the interchange of teachers between the United Kingdom and the United States has received great impetus, and has been a remarkably successful program in building international understanding. Though the program got under way successfully before the war, exchanges before 1945 were limited for the most part to students and professors. With the inclusion of teachers, the base of the exchange program was broadened. The key position of teachers in every community provides wide opportunities for contributing to international understanding. Since the teachers exchange identical positions for an academic year, the two-way flow of ideas is insured. During the year abroad the teachers represent their country in towns and villages of another country. There they become a significant part of the community, where they learn the ways of another people. Upon their return they are in constant demand to explain the life and culture of the people with whom they have lived. This bulletin recounts the experiences of this interchange of teachers between the United Kingdom and the United States since the close of World War II. A selected reading list is provided. (Contains 2 footnotes.) [Best copy available has been provided.]

Since any good citizen wants to know how his Government works, as an initial experience it is necessary to become acquainted with the setting--Washington, D. C. This bulletin serves as in introduction to the Capital. It provides an historical and a present-day background for appreciating the city. What kind of a community is Washington? Why does it exist? Was it planned or did it just happen? How large is it? Is there a relationship between its size and its purpose? Does it have the kind of government that exists in most home towns? Who are the people? What do they do to earn a living? How well does the community meet their needs? Why is Washington everyone's city? Are there historical evidences that show the past as a prologue to the present? A tour of the city will help to answer these questions and many others. Such a tour may be taken in person or through reading the story of a group of young people. This story is not an actual record of a particular group or tour, but it is a composite of many experiences. It is based upon diary records of tours taken by one person as a child, as a youth, and as an adult. To these impressions were added those of many elementary school children and high-school youth who have visited Washington recently. In writing about a subject on which authorities sometimes disagree, every effort has been made to secure accuracy. The Columbia Historical Society contributed the time of several members to review this manuscript. Children, young people, and adults were asked to read the story. They discussed the material that interested them most and how it helped them to understand Washington as the seat of the Federal Government. Their reactions contributed to the revision. As a result, this bulletin can be used by upper grades and high-school students, teachers, parents, and other citizens, as well as various kinds of community organizations. A bibliography is provided. [Best copy available has been provided.]

Adequate school plants are essential to a modern educational program. The school plant that is not properly maintained soon fails to provide the service for which it was intended. The total program of maintenance, including repairs, renovation, remodeling, rehabilitation, and modernization should be carefully planned. Some tasks will recur at regular intervals. A few tasks must be handled as the need arises. Other tasks, such as painting, can be scheduled. Many school districts cannot afford to replace all of their old school buildings. In order to be able to maintain utilization and service from these buildings, the districts find it necessary to rehabilitate and modernize the buildings. "Remodeling" is commonly thought of as a change in structure or a major structural improvement to the building. Some remodeling is usually done as a part of the rehabilitating and modernizing programs, but all remodeling is not necessarily rehabilitation or modernization. Remodeling might involve a change of partitions, a change in the roof structure, or a change in an exterior wall. "Rehabilitation" is usually thought of as a general overhauling of the complete building or a major section thereof in order to better adapt it to continued use for the school program. While remodeling may be limited to one section of the building, renovation generally covers a larger area or scope. "Modernization" programs may involve some remodeling and some rehabilitation. The modernization programs are designed primarily for the purpose of adapting existing facilities and spaces to meet the needs of changing educational programs. "Repair" programs are essentially what the name implies--the repairing or patching of a roof, the replacement of boiler tubes, or the adjustment of motors. The sections of this bulletin are planned to indicate some of the areas in school plants where remodeling, repairs, etc., are often needed. The listing does not indicate an order of priority, nor is the listing intended to be all-inclusive. Some suggestions on general procedures and on the results to be obtained have been included. However, these suggestions do not include detailed work plans for a specific remodeling, rehabilitation, or modernization task. The whole building maintenance program should be planned in advance and standards of service established. These standards should serve as partial goals in the plant care programs. A bibliography is provided. (Contains 4 footnotes.) [Best copy available has been provided.]

As never before, nations the world over are considering conservation a problem of vital concern to all peoples and an obligation which must be accepted by each person. It is becoming increasingly recognized that steps leading toward the establishment of harmonious relations between man and his environment will go a long way toward resolving the world's paramount problem--that of effecting continuing peace among peoples. The people of the United States have long expressed their concern for conservation through programs of education and action carried on by Federal and State governmental agencies and through programs outside the Government. This country also has actively cooperated in international programs to further conservation. The schools of America have contributed substantially to the achievement of conservation goals in this country. The ultimate success of any conservation program depends on public opinion, and public opinion can be created through education. In a democratic society, no approach to the problem of counteracting the destruction and impoverishment of natural resources can be effective that neglects education as a mean for developing an informed citizenry which understands conservation problems, policies, and practices. This bulletin seeks to provide school administrators, supervisors, and teachers with basic understandings related to the problems of resource use and the effects of resource impairment upon human welfare and national security. It suggests educational measures for vitalizing the teaching of conservation at all levels of learning. It also contains a major bibliography of materials for students and teachers. The bibliography includes annotations of books and articles, charts and maps, pamphlets, teaching units, and lists of references related to various aspects of conservation education. This bulletin is a resource upon which administrators and teachers may draw in developing conservation education programs which meet the needs of their schools and communities. (Contains 37 footnotes.) [Best copy available has been provided.]

The elementary school years are crucial in the life of a boy or girl. In this formative period, children's experiences profoundly affect their physical, social, mental, and emotional growth. Today's schools are challenged to provide meaningful experiences that will help these children realize their full potential. Physical education is one of the ways in which elementary education seeks to meet the needs of children. A major function of physical education is to help boys and girls keep well and grow strong through participation in well-selected physical activities. It also has other purposes that relate to personal and social development. The intent of this bulletin is to show how physical education in the elementary school can contribute to the growth and development of boys and girls. It also aims at suggesting the place of physical education in a total program of elementary education. The teacher in service, as well as the prospective teacher, may find this bulletin useful for gaining insight into the purposes of physical education and the many opportunities the teacher may have to understand to help children. While full consideration of teaching methods and descriptions of activities were not possible within this bulletin's limitations, it is hoped that the general suggestions offered will be helpful and will motivate further study by teachers who feel the need. General supervisors, consultants or special teachers of physical education, and principals may find assistance in interpreting the educational values of physical education for themselves and for teachers and in helping the latter improve their teaching. There are values for school administrators, parents, and public-spirited citizens, too, because good physical education, like all phases of education, depends upon favorable administrative organization and support. The school program of physical education relates to many aspects of community life and should merit public confidence and cooperation. The major hope in the publication of this bulletin is that through its use people who are close to children will be further motivated to continue to work for the happiness and well-being of America's future citizens. Chapter I of this bulletin attempts to bring together some of the important things that are known about children of various ages--what they are like and what some of their needs are. This leads to a discussion in Chapter II, telling what physical education is like and why a varied program of physical education has value for children. In a general way, Chapter III suggests how the school day may be organized to provide experiences in physical education for the pupils. It offers suggestions for teaching physical education and for conducting the recreational and intramural aspects. This chapter also suggests questions to be raised regarding interschool competition. It closes with brief statements relating to some developments in education, such as year-round program and school-community recreation. Chapter IV deals with the importance of facilities, supplies, and equipment in physical education. Chapter V attempts to help the reader understand how a child's behavior in physical education sometimes enables one to see certain of his characteristics and needs that may not be easily apparent in other situations. The two following chapters deal with hypothetical but realistic situations. Chapter VI describes the kind of things one might expect to see children do in a school whose physical education program, by no means ideal, is being given serious consideration by the school personnel. Chapter VII highlights experiences of some of the children during after-school hours. Chapter VIII contains a brief set of criteria that the teacher might use to find out how well participation by children in the physical education activities is contributing to their general growth and development. The purpose of Chapter IX is to indicate ways in which teachers can be helped to become better prepared. Chapter X provides a list of pertinent references which will allow the readers to carry forward their interest in learning more about physical education in the elementary school. [Best copy available has been provided.]

There is a widespread demand in this country today for greater effectiveness in college teaching. Three facts help to account for this. The maturity and settled purposes of the veteran students is one. The rapid increase in the proportion of young people attending college is another. Finally, the cold war is highlighting the need for a change in both materials and methods of college education to prepare better for the social, economic, and civic problems of tomorrow. To help meet this demand for better college teaching, this publication is issued. It is based primarily upon returns from checklists dealing with certain devices which have as their purpose the improvement of college teaching. One checklist concerns practices in the graduate schools which prepare college teachers; the other, practices in the undergraduate colleges to strengthen the work of already employed college teachers. The checklist returns here reported are preliminary to later studies of how satisfactory the colleges and universities are finding the several devices to improve college teaching. The data are helpful also in planning and holding both Nation-wide and local conferences dealing with the various aspects of college teaching. The present report, one of many efforts emanating from various sources to swell the wave of interest in better college teaching, is divided into five chapters, as follows: (1) The Case for Improving the Preparation of College Teachers; (2) The Controversy between Graduate Schools and Undergraduate Colleges; (3) The Checklist Study of Graduate Schools; (4) Examples of Graduate School Practices; and (5) The Checklist Study of Undergraduate Colleges. The following are appended: (1) The University of Chicago Inquiry; (2) The Graduate School Checklist with Tabulation of Replies; and (3) A List of References to Bibliographies. [Best copy available has been provided.]

The general purpose of this study is to show the legal organization of State school administration. More specifically, it has for its objectives: (1) To describe present legal provisions pertaining to State boards of education and chief State school officers; (2) to show legal relationships between these State agencies; (3) to show trends with respect to State education boards and officers--their qualifications, methods of selection, and terms of office; (4) to set forth the principal powers and duties vested by law in such boards and officers in the respective States; (5) to summarize educational legislative principles and practices, with respect to State school administration; and (6) to present information and conclusions which may be helpful in establishing sound and effective legal structure and organization for the improvement of State school administration. The study is limited chiefly to legal organization and functions of general State boards of education and the chief State school officers. Reference to other and separate State boards having special educational functions is included to indicate such areas of education as have been assigned to special boards or commissions. This study is also limited principally to legal organizations of State school administration for elementary and secondary education. Some information relating to higher education institutions has been included to show the scope of authority vested in the general State board of education and chief State school officer. The sources of information utilized in the compiling of this work were State constitutions, the latest published school codes or session laws of the States, publications of the United States Office of Education, other publications containing source materials, and information supplied by chief State school officers or members of their staffs in State departments of education. Individual sections contain footnotes. This bulletin is presented in 7 Parts, as follows: (1) Part I: Legal Developments Affecting State School Administration; (2) Part II: The State Board of Education; (3) Part III: The Chief State School Officer; (4) Part IV: Legal Relationships and Distribution of Functions; (5) Part V: Characteristic Features of State Educational Agencies and their Powers as Provided by Law; (6) Part VI: Summary of Functions and Duties of State Educational Agencies and Officials; and (7) Part VII; Observations and Conclusions. (Contains 16 tables.) [Best copy available has been provided.]

This bulletin contains a report of 89 land-grant institutions for the year ended June 30, 1949. A preliminary report giving selected data from those institutions that had reported at that time was prepared and distributed at the meeting of the Association of Land-grant Colleges and Universities in Kansas City, Missouri, on October 25-27, 1949. The report included data from the annual reports on enrollments and degrees from 60 institutions, and on finances from 58 institutions. The land-grant colleges--so-called because public lands were granted to the States for their establishment or support--operate in each of the 48 States and in Alaska, Hawaii, and Puerto Rico. In States maintaining segregated school systems, separate land-grant colleges have been established for Negro students. The second Morrill Act (1890) requires that each land-grant college and university make two reports annually: (1) a detailed statement by the treasurer of Federal appropriations received and disbursed; and (2) a report by the president regarding the condition and progress of the institution. The detailed statement by the treasurer was requested and made in the same form that has been used by the Office of Education for the past 13 years. The report by the president is requested in two parts and a supplement. Part I gives the number of staff members, variously classified, students, and degrees, by level and by field. Part II shows financial transactions and condition of the institution. The supplement details the funds received from the Federal Government, the total of which is carried in part II, the report on educational and general income of the institution. (Contains 19 tables and 1 footnote.) [This bulletin was prepared under the direction of Robert C. Story and in consultation with Frederick J. Kelly. Best copy available has been provided.]

This study reports enrollments in general science, biology, chemistry, and physics in public high schools, the additional science offerings, the number of teachers serving these pupils, class size, grade placement of science subjects, time allotments for recitation and laboratory, and troublesome problems related to the teaching of science. The findings are based on data collected for the school year 1947-48. These data were provided by teachers or administrators in a sampling of the Nation's public high schools. The sample, including 755, or 3.15 percent, of the 23,947 public high schools, Negro and white, was a stratified random sample in which the schools were selected according to size and type of school. Of the 755 public high schools, 715, or 94.7 percent, provided information which was used for the purposes of the study. These included 34 schools which provided information included in all but a few sections of the study. There were 18 schools, or 2.4 percent, reported as dropped from the list of high schools through consolidations or other administrative changes. Only 22 schools, or 2.9 percent, failed to respond. The 733 schools that responded constituted 3.06 percent of the public high schools of the United States, and the schools that reported usable data constituted 2.99 percent of the Nation's public high schools. (Contains 32 tables and 4 footnotes.) [Translation of data for this study was done in Research and Statistical Service under the supervision of Robert C. Story. Best copy available has been provided.]

This bulletin deals with everyday problems of boys and girls. It shows how groups of children and their teachers have tackled such problems and made some progress in solving them. It shows that the curricular activities in which children engage in solving real-life problems are often different in different regions, communities, and neighborhoods where the children live. Among the influences on curricular activities are geography and natural resources, industry, history, ancestry and culture, wealth or income level, social status, race, and community attitudes and folkways. Some of the influences are characteristic of large regions. Others are simple ways of living that may be found in one city or county and not in another. For the bulletin, teachers in selected schools where children have real-life curriculums were asked to contribute illustrations of their pupils' activities which were so developed because of the nature of the home community, the homes, the geographical location, or the culture. Names of teachers were obtained from supervisors, principals, and county superintendents and from Office of Education staff members who were visiting schools here and there over the country. Books and magazine articles were drawn on occasionally. The illustrations are representative of cities, towns, and rural communities. In the selection of illustrations, the nature and appropriateness of the activity were considered of greater importance than the number of illustrations drawn from a particular State. For this reason, some States and some places are mentioned more often than others. Sample activities from some 30 States are included. That does not mean that the examples are the only kinds of curriculum in those States. No two curriculums that really meet the needs of the pupils are ever exactly alike. Contributions are selected and classified to illustrate certain important fields of curricular activity. Although the activities described in this bulletin were selected because they were needed by children living in certain places, the fields of subject matter are those generally accepted by schools everywhere. So also are the principles of learning. Some learning is gained through books, some from people, some through observation, much through first-hand experience. Chapter I describes a typical young boy's introduction to the curriculum. Chapter II gives examples of curricular activities which belong to the everyday lives of children in different places. Chapter III contains suggestions to help teachers discover leads to the kind of curricular activities described in the preceding chapter. Chapter IV contains steps for improvement of curriculum in line with the problems and resources of the place where the children live. In general, the bulletin is aimed at curricular improvement rather than sociological analysis. We hope it will be useful to teachers, supervisors, and others who are responsible for planning curriculums. Lists describing "Readings on Curriculum" and "Sources of Information" are provided. (Contains 51 footnotes.) [Best copy available has been provided.]

This study presents brief digests, with some explanations of the school library standards which were in effect at the beginning of 1954. It includes digests of school library standards used by four regional associations which accredit secondary schools, and by State departments of education. In addition, the study contains a summary of recommendations employed for school libraries by some State departments of education. It presents, furthermore, a brief historical account of the development standards for school libraries. These standards provide a means for measuring and comparing the adequacy of school library facilities and services. Contains 9 footnotes and 4 tables.) [Best copy available has been provided.]

Recordings are not a new educational "gadget" to high-school language arts teachers. For more than a score of years some teachers have been using a few recordings of literature with varying degrees of success. Today, the extensive range of recordings available, the professional quality of the performances, and the fidelity of the reproduction increase the probability of success for the teacher who is interested in using recordings to foster attitudes of appreciation and to develop skills of communication. This bulletin presents descriptions of ways teachers are now using commercial recordings in various units of instruction to develop understanding and enjoyment of poetry, drama, and fiction, and other literature to teach intelligent, critical listening; to encourage students to study language as a social process which leads to cooperation, approval, disagreement, or conflict; and to promote continuous developmental growth in oral and written communication skills needed by youth and adults in America today. The bibliography of records includes nearly 500 titles. Most of the records listed have been produced since the end of World War II. Except for the sections on International Selections, Historical Selections, and Religious Selections, recordings are grouped by type of literature: Poetry, Drama, Biography, and others. No appraisal of recordings is offered as it is believed that students may engage in a profitable learning exercise by making their own selections with the help of the teacher. (Contains 4 footnotes.) [Best copy available has been provided.]

A school health program is usually thought of as comprising three broad areas: (1) health education, including both separate and integrated instruction; (2) healthful school environment, including both physical and social aspects; and (3) school health services. The study reported here deals with the school health service area of the school health program. Presented is certain information of a statistical nature regarding health service in school systems of the 3.430 cities in the Continental United States with populations of 2,500 and above. The findings in this study indicate that considerable increase has occurred since the last study in the number of school systems having health services and in the scope of their school health programs. The study also shows that much still needs to be done in the United States if all 30,000,00 school children are to have adequate school health service programs. Following an introductory section that covers the historical background of school health programs and previous surveys, the following topics are addressed: (1) Survey Procedures; (2) Number of School Systems Having School Health Services; (3) Administration and Financing of School Health Programs; (4) Personnel Available for School Health Services; (5) The Medical Examination; (6) The Dental Examination; (7) School Nursing Service; (8) Administrative Relationships of the Health Services to Health Instruction and Physical Education; (9) Extent to Which Schools Call upon Professional Groups for Advice and Council; and (10) Summary. This report should be of special interest to school administrators, school health service personnel, public health officials, medical and dental societies, parent-teacher associations, and many other individual groups. Appended are two questionnaires on surveys of school health services. A bibliography is also included. (Contains 31 tables and 12 footnotes.) [Best copy available has been provided.]

Television presents a new, flexible, and inexpensive means of illustrating a lesson. Television is both audio and visual, to use the term audio-visual, applied in the past particularly to motion pictures, film strips, slides, recordings, and similar valuable aids to teaching. Television is a picture in motion with sound occurring at the same moment being simultaneously brought to the ear. At television's best, things are actually happening when one sees and hears them! A communications medium, television is unique in its ability to bring many other aids into the classroom. Every audio and visual help one has ever known can be "carried" by television--motion pictures, film strips, slides recordings, drawings, maps, and countless other instructional devices. Moreover, it gives schools the opportunity to present fresh, original, creative illustrations produced in the living present. The free element of "choice" is greatly increased when television is available. This bulletin is the first presentation of factors being considered in a survey of educational television by the Office of Education, Federal Security Agency. It is hoped that it will prove helpful in a further discussion of this fast-moving development in American schools. This bulletin is divided into four parts: (1) Television's Role in Education; (2) What Schools and Colleges Can Do with TV; (3) Current Uses of TV by Our Schools; and (4) Looking Ahead--The Expanding Role of TV in Education. [Best copy available has been provided.]

In November 1948 the United States Office of Education received an invitation through the Embassy of Sweden, Washington, D.C., from the Sweden-America Foundation in Stockholm for Dr. Alina M. Lindegren, Specialist in European Education to visit Sweden for three weeks in January, February or March 1949 as a guest of the Foundation. The idea behind the invitation was to give Dr. Lindegren an opportunity to meet people working in the education field in Sweden and to discuss with them matters of mutual interest to educators in Sweden and in the United States, particularly the questions of the evaluation of Swedish student credentials. Arrangements were made for her also to visit schools and to talk with teachers and pupils. The present study is based on data gathered by the author during her visit to Sweden in January 1949 and supplemented since then through documentation. Bibliography and glossary are included. (Contains 23 tables.) [Best copy available has been provided.]

The provision of school services for severely mentally retarded children presents a problem of considerable importance in many States and local communities. In general the problem involves children whose extreme retardation prevents them from benefiting from the existing special classes for retarded pupils and who range downward in competence for learning to an undetermined level of ability. Whether the provision of school services for this type of child is a function of the public schools or of public welfare agencies has been debated in several States. It seems probable, however, that in many instances the public schools will extend their special education programs to meet the needs of many severely retarded children who demonstrate competence for personal adjustment and a limited degree of participation in useful and purposeful activity. There is no intention in this bulletin to place the responsibility for the operation of this program; that problem must be resolved by the various States and their local communities. However, for the guidance of school personnel who will be given the opportunity to develop training programs for severely retarded children, the bulletin will attempt to offer some basic understandings and suggestions for the establishment and maintenance of classes. There are many important questions to be answered in venturing into this relatively new field of service. How to identify the children who should be served, how to fit the extended provisions into existing special education programs and the total educational services of the schools, how to integrate the program with the medical and social welfare services of the community, how to select and plan classroom activities that meet the needs of the children, how to provide for parent participation and counseling, how to select teachers, and how to deal with administrative details relative to housing, pupil transportation, and financial support will need to be considered. Much of the material contained in this bulletin has been drawn from reports and observations of presently maintained classes and from the contributions of professional conferees who met at the Office of Education in June 1951. These materials are intended to serve as a general guide for the stimulation of thinking and experimentation in this field of educational service. The following are appended: (1) Program Schedule for Seguin Therapy Class, Salem School Department, Salem, Massachusetts; (2) Daily Training and Readiness Programs of the Pre-Special A Classes, Detroit Public Schools; (3) Progress Record Used by the Pre-Special A Classes of the Detroit Public Schools; and (4) Rating Scale Used by the Detroit Public Schools. (Contains 26 footnotes.) [Best copy available has been provided.]

"Schools at Work in 48 States" is a record of a cooperative study made over a period of two and a half years by nine staff members of the elementary school section of the Office of Education, with the advice and help of their co-workers. Such a study requires that the group of persons working together arrive at some commonly accepted principles of education in order that as they visit schools they may not only observe and record, but also be able to identify what they have seen and heard with these principles of good teaching and learning. Over a period of a year's time and preliminary visits, the Elementary Section staff discussed the contributions of each subject area to a total school program that is good for children. They continued such discussion as reports of visits were made in an attempt to relate principles and practices throughout the study. Information about ways of working to improve education for children needs to be shared on a broad basis, not to bring about undesirable uniformity, but rather to stimulate widespread discussion and evaluation of elementary school practices. It is hoped that the bulletin may help improve classroom teaching and bring about closer relationships between school and community. An index is provided. (Contains 2 footnotes.) [Visitors and reporters who contributed to this bulletin include: Effie G. Bathurst, Paul E. Blackwood, Glenn O. Bough, Mary Dabney Davis, Wilhelmina Hill, Gertrude M. Lewis, Helen K. Mackintosh, Arne W. Randall, and Elsa Schneider. Best copy available has been provided.]

This study reports on the courses in biological sciences offered in public high schools, enrollments in the course in general biology, number of teachers of general biology, organization of the course, nature of the laboratory work, laboratory and supplementary facilities, the equipment used in teaching the course, appropriations for equipment and supplies, and innovations and problems related to the teaching of general biology. The findings in this study are based on returns from 786 public high schools, exclusive of separately administered junior high schools, and are for the school year 1949-50. These schools constituted 73.3 percent of the 1,072 schools in the sample, and 3.7 percent of the public high schools of the continental United States. The sample was selected from 21,300 junior-senior, senior, regular, and undivided high schools. The information summarized in this report should prove useful not only to professional educators, such as teachers, administrators, and members of curriculum committees, but also to those who are concerned with the planning of "functional" school facilities and with furnishing essential equipment and supplies for use in the instructional program. (Contains 33 tables and 2 footnotes.) [Best copy available has been provided.]

The Office of Education has undertaken the preparation of a series of basic studies on education in a number of countries in Europe and Central and South America. This series of studies was made a part of a program to promote understanding of education conditions in those areas and also to furnish the American college registrars with data on foreign institutions which they so urgently need. "Education in Turkey" is the first one undertaken by this office in the Near and Far East area. It is based on data gathered by the author in Turkey in June 1951 and supplemented since then through documentation. While data include necessary information needed by the school officials who deal with student transfers, the scope of the material presented is wide enough to be useful to scholars in the field of comparative education, particularly those who are interested in knowing the role that education plays in the life of the New Republic. The reader will find that the new Turkish leaders have made provision for education to be an important part of their program for national unity and development. These modern Turks have lost no time in bringing together whatever educational institutions they inherited from the old Ottoman era, organizing them into one system of schools, improving them as much as means would permit, and adapting them to the new social and political conditions. This bulletin is divided into seven chapters, as follows: (1) Turkey and Her People; (2) Development of Education and Its Administration; (3) Elementary Education; (4) Secondary Education and Teacher Training; (5) Higher Education; (6) Adult Education and Other Cultural Activities; and (7) Foreign and Minority Schools. A bibliography is provided. (Contains 32 tables and 3 footnotes.) [Best copy available has been provided.]

Throughout the United States today schools and community colleges are putting greater emphasis than ever before upon adult education. Obvious reasons for this include the manpower demands of national defense, the spreading desire for educational upgrading, and the impact of technological change upon the daily lives of millions of workers. For each individual, and consequently for the expanding productive strength of the Nation, continuing education voluntarily during the years of maturity has become a vital necessity. Fortunately school and community college leaders have not hesitated to recognize their responsibility for extending to the entire community at all ages opportunities to learn. Their chief problem in developing sound programs of adult education is frequently a financial one. How can the costs of adequate instructional opportunities be met? There is no easy answer; there is no common pattern. In thousands of places, however, good programs of continuing education for adults are being initiated or expanded. Ways are being found to pay the bill. The present list of case studies shows how the job is done in 45 communities in 19 States. Since this report is a "status study" showing current practice, it does not evaluate the various plans. Every State--indeed every school district--has its own plan. A much more analytical study than this would be required to determine best practice. It was found that in most of the 45 public schools and community colleges studied, the principle of free public education for adults has widespread acceptance. In a majority of these cases, taxes bear over 90 percent of the costs, with State and local taxes carrying the burden of support. It is hoped that the information presented in this bulletin will point the way for many more communities to expand their support of adult education. (Contains 3 tables and 1 footnote.) [Best copy available has been provided.]

Advising students who wish to study in other countries is often difficult because accurate, up-to-date, and detailed information about the offerings in their higher institutions is frequently unavailable. A student wishing to study in a given country needs to know what the several institutions offer not only in his own subject area but also in related areas. This bulletin presents an analysis of offerings in higher education in France. Part I is organized to show all the higher institutions in the 17 academic regions of France (Academie d'Alger, Academie d'Aix-Marseille, Academie de Besancon, Academie de Bordeaux, Academie de Caen, Academie de Clermont-Ferrand, Academie de Dijon, Academie de Grenoble, Academie de Lille, Academie de Lyon, Academie de Montpelier, Academie de Nancy, Academie de Paris, Academie de Poitiers, Academie de Rennes, Academie de Strasbourg, and Academie de Toulouse). Part II is organized by subjects enabling a student to see readily which of these institutions offer his specific field of study (language and literature, philosophy, theology and the history of religions, education, fine arts, home economics, social sciences, psychology, medical sciences, biology, zoology, botany, chemistry, physics, mathematics, astronomy and astrophysics, meteorology, geophysics, geography, geology, agriculture, engineering, and military sciences). A key appears on page 3 which indicates by numbers and letters: the "Academie" where the institution is located; its administrative character--whether national, private, and recognized by the government; and the organizational category to which the institution belongs within the framework of higher education, both inside and outside the university. This bulletin dealing with higher education will be useful to institutions, organizations, agencies, and individuals interested in information about educational opportunities in France. [Best copy available has been provided.]

This bulletin is concerned with how children learn to read. It describes as simply as possible the teacher's part in the reading experiences children have, and the ways parents can help in making the learning-to-read years of the child's life both happy and successful. Learning to read is not limited to the first grade. During each year a child spends in school, he discovers new ways to use reading for information and for pleasure and as he does so he needs to acquire new and more complex skills. He does not acquire these incidentally but is guided by good teachers who see the importance of reading throughout the lifetime of every individual. The part of the bulletin that deals with skills in the mechanics of reading is an attempt to explain to parents, especially, why and how methods of teaching beginning reading have changed. Of equal importance to the parents should be the suggestions of ways they can use to determine how well a child is reading. Teachers and parents may find the point of view developed here one that is suitable for use as a springboard in discussing together the reading program in the individual school. It is there that school and community should evaluate today's reading methods and purposes as objectively as possible. Following a foreword, contents of this bulletin include: (1) What happens when a child starts to kindergarten?; (2) Suppose a child doesn't go to kindergarten?; (3) What happens when a child enters first grade?; (4) What about the children who are slow in "catching on"?; (5) What are the next steps in learning to read?; (6) What are these basic skills in the mechanics of reading?; (7) How then is a child helped to recognize words he has met before and to take apart the new words that he meets for the first time?; (8) What are the learning-to-read problems of the child in the intermediate grades?; (9) How does a child learn to read?; and (10) How can a parent judge whether or not his child is reading up to capacity? (Contains 4 footnotes.) [Best copy available has been provided.]

This bulletin brings together from several sources information on the "what" and the "how" of core curriculum practice. Many articles and brochures are in print describing aspects of the core in individual schools and school systems. Information about characteristics of the core curriculum is readily available in the literature. No comprehensive study has been made, however, to discover to what extent several of the commonly discussed characteristics actually are found in practice. Accordingly it was thought that the Office of Education could make a contribution through presenting the results of a survey of practice, with illustrations of how it is done gathered from widely scattered schools. In general, then, this bulletin attempts to answer two questions. 1. "What is the core program like as it is being developed in the secondary schools of the United States?"--A study of status by the Office of Education in 1949 reported on 545 public high schools of an estimated 833 which a Nation-wide sampling survey revealed were using core-type programs. The questionnaire used asked for information about subjects included, time allotted, grades in which utilized, and number of pupils enrolled. After the completion of the 1949 study, another questionnaire was prepared to obtain information about the nature of the core curriculum and the extent to which certain features, generally recognized as being characteristics of core programs, are actually found in practice. 2. "How have high schools which have achieved fairly successful core programs attacked the problems which principals report as major concerns?"--Illustrations of practice obtained during visits to selected schools, through correspondence, or from the literature are provided. These illustrations cover teacher preparation and in-service education, scheduling to provide conference periods, materials and equipment in the classroom, provision of resource units, introducing teacher-pupil planning in the core class, establishing sound public and staff relationships, and evaluating the outcomes of core programs. This bulletin consists of two parts: Part I, a report of status and practice as revealed by the questionnaire, by visits, through a survey of the literature, and through correspondence, covers the extent of the use of different types of programs--those which are true core and those which are variations or core-type in nature. It considers the extent to which certain characteristics, such as heterogeneous grouping, extraclass activities, homeroom and guidance, and use of a single mark for "core," are found in practice. It deals with other matters of status, such as geographic areas of development, grades in which it is found, and total or partial enrollment of pupils within a given grade. Finally, it describes core class procedures in several actual situations. Part II first enumerates the problems which high-school principals reported on the questionnaire as being the chief roadblocks in the operation or further enrichment of their core programs, then gives information about the extent of those problems for which the questionnaire gathered data, and, finally, attempts to show how some forward-looking high schools are tackling the major problems. Appended is the inquiry on the operation of core programs in secondary schools. An index of authors and places is also included. (Contains 4 tables and 59 footnotes.) [Best copy available has been provided.]

By contrast with other education and school service programs, the school lunch is new. Like any other new program, time is required to work out in detail its proper placement in the school organization, its exact functions in relation to the total school program, and the characteristics which tend to make it a part of the educational program, yet set it apart as a school service. This study contains, in considerable detail, information relative to the types of State laws which enable the State departments of education to participate in the National School Lunch Program and the varying forms of school lunch organizations which exist within the State departments of education. The school lunch program has not yet reached the stage of development where it is available to all children and youth enrolled in the schools of this country. It is hoped that the publication and distribution of this report will help the State departments of education to strengthen their school lunch programs. Two appendixes present: (1) Excerpts from State School Lunch Laws; and (2) Selected State School Lunch Laws. (Contains 4 tables and 5 footnotes.) [Best copy available has been provided.]

Public-spirited citizens who desire to improve their educational systems increasingly look to the law. The prerogative of a law-making body is to translate acceptable ideals and reforms into operating public policies. Educational progress in this country has been vitally encouraged and supported by State constitutions, legislative enactments, and judicial decisions enhancing the educational rights of youth, and which constitute the legal basis and structure of our present vast and intricate State systems of public education. The purpose of this publication is to stimulate interest in the further improvement of educational laws, to identify legislative need in the field of education, and to suggest guiding principles, procedures, and source material helpful to this end. This bulletin falls into two main parts. Part I, Importance of Educational Law, provides a brief discussion of the significant relationship of educational laws to the quality and efficiency of education. Some suggestive principles and procedures for those who seek to improve the laws governing the administration and support of various phases of public education are also included. Part II, Educational Law, Selected References, presents a selected and annotated bibliography of literature in the field of schools law designed to provide source material related to the legal aspects of the principal phases of education. A subject index is included. [Best copy available has been provided.]

Since 1917 the Office of Education has published at approximately 4-year intervals a compilation of the lists of institutions accredited by Nation-wide, regional, and State accrediting agencies. This edition is the ninth in the series, the last previous edition having been issued for the year 1948. The bulletin is a source of reference for educational officers and students desiring information about the accredited status of institutions of higher education. Agencies of the Federal Government use the bulletin constantly in various phases of their work. This bulletin brings together lists furnished by professional, regional, and State accredited agencies as of February 1952. This bulletin is divided into two parts. Part I contains a compilation of institutions of higher education accredited by the six regional associations and by State universities and State departments of education. Accreditation by State universities is shown on three levels: (1) For unconditional admission to graduate school, (2) for full transfer credit, and (3) for partial transfer credit. Accreditation by State departments of education is shown for general collegiate purposes and for teacher-certification purposes. Part II contains lists of professional and technical schools, some or all of the units of which are accredited by or hold membership in the appropriate organization. Accreditation is shown by curricula in undergraduate engineering, in technical type institutes, and in nursing. An index is included. [Best copy available has been provided.]

A number of conditions are responsible for the disparity between the widely held educational ideal and the disturbing fact that even today about 30 percent of the youth do not even begin high school and 30 percent more do not complete the work begun. Foremost among the deterrents to high-school attendance are: The need or the desire to help earn income; lack of funds, clothing, or similar problems of the pupils; inaccessibility of suitable schools and courses of instruction; and finally, failure of too many schools or teachers to provide high-school instruction having sufficient meaning, value, and appeal to the pupils and their parents to overcome deterrents to high-school attendance. It has been abundantly demonstrated that almost any apparent block to high-school attendance can be overcome where there is an all-impelling interest in doing so. The last-named factor, therefore, entails all of the others. It is this factor--namely, the development, try-out, and spread of programs of instruction which will have greater, value, meaning, and appeal to more of the youth of high-school age--which is the major concern of this report and the regional and national conferences to which it relates. This report consists of three major parts: Part I explains the purposes and proposed activities of the recently appointed Commission on Life Adjustment Education for Youth; part II describes the origin, composition, and recommendations for the National Conference on "Life Adjustment Education" (Prosser Resolution authored by Charles A. Prosser) held in Chicago, May 8-10, 1947, preceding the appointment of the commission; and part III presents "Common Understandings for a Program of Action." The purpose of parts I and II is to provide information on the steps thus far taken as a result of the Prosser Resolution (quoted in full early in part II); part III represents an effort to show illustratively what the resolution means in terms of problems and changes to be faced by American secondary education. Three appendixes present: (1) An Emphasis Upon Reality; (2) The Role of Practical Arts Education; and (3) Educational Leaders Attending the National Conference. (Contains 81 footnotes.) [Prepared in the Division of Secondary Education and the Division of Vocational Education. The following staff members were responsible for formulating this final report: J. Dan Hull, Walter H. Gaumnitz, and Grace S. Wright. Best copy available has been provided.]

This report presents information regarding the staff, students, degrees conferred, income, expenditures, endowment, and physical plant facilities of the land-grant colleges and universities, for the academic year 1950-51. The facts are presented both for the individual institutions, and for the Nation as a whole. The present report, required by law, continues the series of annual reports which had their beginning with the establishment of the land-grant colleges in 1862. Through this series of annual reports, the reader is provided with factual information on the growth and progress of the land-grant institutions of the Nation. The land-grant institutions occupy a significant place in American higher education, both from the point of view of cultural influence and of number of students served. In the academic year 1950-51, the land-grant colleges and universities enrolled 18 percent of all students attending institutions of higher education, and 25 percent of the students in publicly controlled institutions. The land-grant institutions conferred nearly 25 percent of all earned degrees. (Contains 21 tables and 3 footnotes.) [This bulletin was prepared in consultation with Frederick J. Kelly. Best copy available has been provided.]

The United States Office of Education, as part of its responsibility to furnish American schools and colleges with information about the educational materials and services of the Federal Government, initiated in the fall of 1949 a project calling for the periodic compilation of information about the films of U.S. Government agencies and the subsequent publication of a catalog, with supplements and revisions as needed, of those films which are available for public use in the United States. In February 1950 the Bureau of the Budget, by direction of the President, issued a circular to the heads of all the executive departments and establishments of the Federal Government calling their attention to the preparation of such a catalog and requesting that certain basic information about their films be furnished by the Office of Education. This catalog lists and describes more than 3,000 films of the United States Government which are available for public use within the United States. While the Office of Education, Federal Security Agency, has prepared this catalog primarily for the use of schools and colleges, its value to all users and potential users of U.S. Government films is clearly evident. That value is particularly important today in the national defense programs. (Contains 1 footnote.) [Best copy available has been provided.]

Every child has characteristics, interests, abilities, and desires of his own. This is true of a child with a visual handicap whether the handicap is a mild one, correctable with glasses or treatment, or one as severe as blindness. A physical limitation, however, may adversely affect an individual's development, especially if proper help is not provided. It is for this reason that special consideration must be extended to children with such handicaps as low vision or blindness. If suitable educational facilities, proper medical care, and good environment are provided while these children are still in the formative years, much can be done for them. In this bulletin, the term "visually impaired" will refer to both the partially seeing and the blind. The bulletin is "not" concerned with children whose vision can be brought to normal either through medical care or by properly fitted glasses. Instead it is concerned with children who have severe vision defects even after all possible correction has been made. Although progress has been made in providing for blind and partially seeing children, educators are still faced with the challenge of extending and improving services. Much of this challenge must be met by especially trained teachers who are prepared to give children the technical assistance they need. Some of the work will, however, be done by regular classroom teachers. This bulletin has been written in the hope that it will help to meet the need for information on the broader aspects of an all-round program for visually handicapped children in school. Some of the material was prepared with the special school or class in mind, but teachers of regular classes in which one or more visually handicapped children are enrolled will be able to adapt the information given and the procedures described to meet the needs of their own pupils. It is hoped that teachers everywhere who have any responsibility for blind or partially seeing children will find in these pages practical information to meet problems of the day, as well as an incentive to seek further information through continued study. The following are appended: (1) Reading in Classes for Partially Seeing Children; and (2) Causes and Frequency of Visual Handicaps. A list of selected readings is also included. (Contains 20 footnotes. [Best copy available has been provided.]

This bulletin describes practices in one- and two-teacher schools that are helping rural boys and girls get a good education. It contains suggestions for improving the programs of schools that do not meet the needs of boys and girls in the country today. In the school year 1947-48, there were approximately 75,000 one-teacher schools and 18,000 two-teacher schools. More than 2 1/2 million children look to these schools for the beginning of their organized education. Teachers on their first jobs and those serving during shortages of regular teachers should find this bulletin helpful in learning the ways of modern one- and two-teacher schools. The discussion emphasizes teaching procedures, selection of experiences, planning, evaluation, and cooperative activities. No attempt is made to show techniques of teaching arithmetic, reading, and other specific subjects since many books do this job well. Although the bulletin is addressed to teachers, it is hoped that it will also be grateful to administrators and supervisors who are looking for ways of helping teachers in one and two-teacher schools improve their teaching. Individual sections contain footnotes. [Best copy available has been provided.]

School systems, as never before, are attempting to provide for physically handicapped children. Much has been accomplished, but an even larger task is still before us. Thousands of such children are not yet able to take advantage of their birthright--the opportunity for education. There are numerous reasons for this, one of which is lack of facilities in the physical plant of many school buildings. In addition to the problem of children not in school is that of other children whom schools are not serving adequately. It is, therefore, important for leaders in education to think about the kinds of buildings and classrooms which will be most suitable for children. The best time to do this planning is before the building has been constructed, but much can be done to remodel and recondition old buildings. Ideal building facilities do not always insure a good school program, but other things being equal, they contribute much toward educational opportunity. Obviously, no bulletin of this size could give an exhaustive treatment of this subject. This bulletin includes some guiding principles and suggestions and sources of information. It is hoped that this publication will be helpful to school systems planning special day schools, centers, or units in regular schools, single multigrade classes, or on the other hand for adjustments for handicapped pupils who are able, with assistance, to progress in regular classes. (Contains 4 footnotes.) [Best copy available has been provided.]

Since the last publication of "Scholarships and Fellowships Available at Institutions of Higher Education" by the Office of Education as Bulletin 1936, No. 10, innumerable requests for current information have been received from school and college officials, parents, high-school and college students, and other persons interested in extending college opportunities to greater numbers of capable students. This bulletin attempts to bring up to date information about financial aids for undergraduate and graduate study available at and administered by colleges and universities throughout the country. It is believed that the information will be welcomed by a vast number of students who may be eligible to receive scholarships or fellowships. This bulletin contains the following parts: (1) Summary of scholarships and fellowships available at institutions of higher education, 1949-50; (2) Narrative summaries of scholarships and fellowship provisions by institutions, 1949-50; (3) Scholarships and fellowships available by subject-matter fields and divisions; and (4) State provisions for scholarships and fellowships. Questionnaire is appended. An index is included. Individual sections contain footnotes. (Contains 2 tables.) [Best copy available has been provided.]

Interest in the school lunch program and nutrition education has been growing throughout the Nation over a period of years, especially since the enactment of the National School Lunch Act in 1945. School administrators, teachers, members of school boards, school lunch managers, parents, and others are asking the Office of Education pertinent questions about various phases of these programs. Some of them are working in schools that are considering, for the first time, the setting up of a school lunch program, whereas others are desirous of improving their present procedures. The Interdivisional Committee on Nutrition Education and School Lunch of the Office of Education believed that a compact publication, answering those pertinent questions about school lunch and nutrition education, which are most frequently asked, would be helpful to the many people concerned. Such a publication would highlight the more detailed statements on these subjects. This publication answers briefly 21 questions which deal with the relation of the school lunch to nutrition education, health aspects of the school lunch, and certain administrative and financial matters. It is hoped that this publication will serve as a helpful guide to those concerned with school lunch programs and nutrition education as they affect children and youth in the United States. (Contains 5 footnotes.) [Best copy available has been provided.]

Within the last decade the activity period has been adopted by an increasing number of high schools, even in those unaffected by bus transportation schedules. These schools believe it is a means for developing desirable civic and social activities for "all" pupils and for applying the "total" resources of school staff and equipment to the pupil activity program. They contend that activities serving the needs of only a segment of the student body and sponsored by only a part of the faculty are only half-way programs. Half-way programs convince neither pupils nor teachers of the importance of their joint responsibility for integrating activities with the formal school program. The purpose of this publication is to report practices regarding activity period organization in public high schools. The hope is that this data, obtained from the replies of 10,925 public high schools to the Inventory of Offerings and Enrollments in High-School Subjects, will be helpful to the profession generally and will stimulate further inquiry into the problem of how best to organize effective pupil activity programs in meeting the needs and interests of all secondary school youth. It was found that most high schools adopt one of three patterns in organizing extraclass activities: (1) The activity period, which is intended to provide for most extraclass activities "within" the daily time schedule; (2) The core program, which consolidates many of the extraclass activities with the class activities; and (3) The before-school and after-school activities program, which provides for most of the extraclass activities "outside" of the regular school session. (Contains 4 tables and 12 footnotes.) [Statistical tables in this bulletin were prepared by Robert C. Story. Best copy available has been provided.]

School fires endanger pupils' lives and take annually a heavy toll in school property losses. If not controlled, these potentials may be changed quickly into serious losses. School officials, teachers, parents, and the public have an interest in school fire safety. Because of other interests and a lack of assigned responsibility in this area fire safety is too, often neglected. With effective and sustained school fire safety programs the fire hazards may be reduced to a minimum. School fire protection should begin with the planning of the building and should be a principal factor in many essential remodeling programs. It should be an integral part of all school-plant management programs. School activities should be so planned that the creation of fire hazards will be reduced to a minimum. In order to develop and maintain an adequate program of fire protection the school administrator should have some knowledge of the problems involved. The following information and suggestions are not intended on school fire protection to provide a complete list of all of the fire hazards found in schools or to indicate all possible corrections. It is hoped that, these suggestions will assist in directing attention to existing and potential fire hazards, and will indicate the need for adequate protection. The information outlined here should serve as source material for those responsible for school-plant fire safety. A bibliography is included. Individual sections contain footnotes. [Best copy available has been provided.]

The Universal Declaration of Human Rights was approved by the General Assembly of the United Nations in Paris, December 10, 1948. The vote was 48 to 0, but 8 countries abstained from voting. The Declaration is a statement of principles approved a common standard of achievement for all peoples and all nations. It is not a treaty and therefore imposes no legal obligations. Indeed the ideals embodied in the Declaration are far in advance of actual practice in many parts of the world. The Declaration is a challenge to all mankind to promote world-wide respect for human rights and fundamental freedoms. The United States actively supported the approval of the Declaration of Human Rights in the General Assembly in Paris. An International Covenant on Human Rights has been developed in the United Nations. This is a draft treaty and deals with certain of the basic civil and political rights embodied in the Declaration. This Covenant will be submitted to individual countries for ratification and will become legally binding on the countries which ratify it. The Covenant has not yet been considered by the Senate of the United States. The purpose of this bulletin is to clarify the meaning of the Declaration so that it may be understood by high-school students. The Declaration contains many principles already accepted in this country. [Best copy available has been provided.]

This particular bulletin is concerned with the concept of human rights, and the interpretation of some of these rights in the classroom, in the school, at home, and in the community. Although the discussion is directed toward the classroom teacher primarily, principals, supervisors, administrators, and parents who want children to succeed in all the activities of everyday living, should find the bulletin profitable reading. The bulletin consists of sections on how the teacher can begin with children in a study of individual rights, in such a way as to lead to an understanding of the Universal Declaration of Human Rights. The teacher understands, of course, that this bulletin deals with the Universal Declaration of Human Rights and not with the Covenant on Human Rights, which is still under consideration by the members of the United Nations. This understanding would also be made clear to children in any instructional situation which deals with these materials. Some Articles of the Declaration in which elementary school children can see relationships to their own problems are singled out for special mention. (Contains 6 footnotes.) [Best copy available has been provided.]

A major challenge to those concerned with the guidance and training of children today is to prepare them to take their places in a world in which they will be brought into increasingly closer relationship with the peoples of other lands. More and more we are stressing the need for developing better understanding of the people to whom we are so closely drawn in time. And more and more we are coming to realize that the foundation for this understanding must be laid in childhood. It is essential that we give children experiences which will help them to become good citizens of the world. Properly developed, a study of people of other lands and other cultures should enrich children's lives and make them more appreciative of their own community as well as of the rest of the world. It should help them think clearly and judge fairly. This bulletin suggests many sources of material suitable for elementary schools and ways to use the materials, enabling teachers to interest students in other peoples and cultures. (Contains 1 footnote.) [Best copy available has been provided.]

This bulletin is one of a series on the place of subjects in the elementary school curriculum. The first of the series showed how subject matter is introduced into the program in a modern school. The other bulletins in the series discuss how various skills, such as reading, creating in art, and writing are developed in the modern school program. This particular bulletin deals with how children learn to think. From several illustrations of children at work in the classroom, some principles about thinking and problem solving are identified. Children are most inclined to think when they are given an opportunity to think about how important it is to have a classroom environment in which good thinking is expected and encouraged. The examples given show how important it is to have a classroom environment in which good thinking is expected and encouraged. It is intended that persons who read this bulletin discover anew that opportunities to help children think abound in all phases of the school program. It is hoped that readers will find numerous suggestions here for using the opportunities that exist to develop good thinking habits in children. A bibliography is included. (Contains 2 footnotes.) [Best copy available has been provided.]

In 1932 the Office of Education published a bibliography on educational finance as one of the reports of the National Survey of School Finance (Bibliography on Educational Finance, 1923-31, U. S. Office of Education Bulletin 1932, No. 15). This bulletin contains a classified and annotated list of reports and studies published since that time, to be helpful to all persons concerned with providing educational facilities and the costs of providing them. The listing includes contents organized in these categories: (1) Ability to support schools; (2) Accounting and budgeting; (3) Administration costs; (4) Adult education; (5) Apportionment; (6) Bibliographies; (7) Bonds; (8) Building costs; (9) Business affairs; (10) Costs, general; (11) Costs vs. Efficiency; (12) Economies and good management; (13) Emergency funds; (14) Equalization of costs; (15) Federal government and school finance; (16) Foreign; (17) General; (18) Higher education costs; (19) Indebtedness; (20) Industrial depression and education; (21) Insurance; (22) Legislation; (23) Library costs; (24) Limitations on taxation; (25) Negro school costs; (26) Pensions and retirement pay; (27) Permanent funds; (28) Private school costs; (29) Safeguarding school funds; (30) Salaries; (31) Secondary school costs; (32) Sources of school revenue; (33) Special school costs; (34) State support; (35) Statistical; (36) State control; (37) Tax delinquencies; (38) Taxation; (39) Taxation exemptions; (40) Transportation costs; (41) Underlying financial implications; and (42) Value of education economically. [Best copy available has been provided.]

In 1917 the Office of Education first published a compilation of the lists of institutions accredited by national, regional, and State accrediting agencies, and has issued a revision of this publication at approximately 4-year intervals. This edition is the eighth in the series, the last previous edition having been issued in 1944. The purpose for which this bulletin is issued is to provide information to college and university officers, State department of education officials, and college and high school students about accredited higher institutions. Increasingly Federal Government agencies are using the bulletin to aid in various phases of their work. Periodic revisions are necessary to record changes that occur in the lists of accredited institutions, in the standards or criteria by which the agencies evaluate institutions, and in the agencies responsible for accrediting. Since the publication of the 1944 edition, recognized accrediting agencies have extended their activities into the fields of the technical institutes, Bible colleges, and schools and departments of public health. The lists reproduced in this bulletin were those furnished by the accrediting agencies as of October 1948. This bulletin is divided into two parts. Part I contains a compilation of universities, colleges, junior colleges, and teacher-training institutions accredited by the Association of American Universities, by the regional associations and by State agencies. Part II contains lists of professional and technical schools, some or all of the units of which are accredited by or hold membership in the appropriate organization. Accreditation of undergraduate engineering curricula is given in tabular form. Accreditation of the technical institute type of program by the Engineers' Council for Professional Development is presented as a list with accredited curricula indicated. An index of institutions and associations is also included. Individual sections contain footnotes. [Best copy available has been provided.]

This bulletin is about an invasion that was welcomed. It tells how boys and girls of Petersburg, West Virginia, invaded their town to learn and to serve. Hotels, school lunchroom, alleys, creeks and swamps, unused park area, and other resources were utilized. The young invaders were welcomed by the adult citizens of the town because the principal of the school had sent those who might be interested a letter asking them to receive the boys and girls and help them with a school health project. "How healthful is Petersburg?"--that's what the children wanted to know; and "How can we help to make it more healthful?" This bulletin tells how the boys and girls organized their campaign to get information. It explains why information was not enough, and how the campaign to get information was followed by cooperative plans for improvements when these were needed. The work described here was done by children, school staff, and patrons cooperatively. The Petersburg community was enabled to develop this health program partly through a grant from the W. K. Kellogg Foundation of Michigan to the West Virginia State Department of Education. The object of the grant was to establish 3-year demonstration centers in certain schools of the State, one of which was the Petersburg Elementary School, for experimenting with ways of improving school and community health. Among the goals of the demonstration center program were the following: (1) to discover means of making health education as functional as possible; and (2) to learn ways of using the community as a laboratory and a field of civic service in health improvement. It is the purpose of this bulletin to show how the Petersburg Elementary School and community achieved these goals and thus took several steps toward a way of life not only for today's citizens, but for tomorrow and the day after, and the day after that. (Contains 4 footnotes.) [Best copy available has been provided.]