4 T Teacher certification, 18-21 no. 7, Apr. Teacher education: For health, regional demonstrations, 19-20, no. 3, Dec.; Germany, 11, no. 1, Oct. Teacher examination program, 28, no. 2, Nov. Teacher organizations, Germany, 11, no. 1, Oct. Teacher shortages, 3-4, no. 4, Jan.; UNESCO, 8. no. 2, Nov. Teacher status, improvement, 24-26, no. 6, Mar. Teacher-student progress report, Albany, Oreg., 23, no. 6, Mar. Teacherages, 26, no. 6, Mar. Teachers Qualifications, 18-19, no. 2, Nov.; role in school-public relations, 21-22, no. 6, Mar. ; suggestions, Zeal for American Democracy program, page 3 of cover, no. 5. Feb. Teachers, good, characteristics, 4-9, no. 9, June ; 7-11, no. 10, July. Teachers and the International Crisis (Marshall), 2-3, no. 9, June. Teachers to promote ideals of American Democracy, 31-33, no. 5, Feb. Teaching elementary science, 18-21, no. 8, May. Testing programs. State-wide, 25-26, no. 9, June. Theses, recent, 30, no. 1, Oct.; 29-30, no. 3, Dec.; 30, no. 6, Mar. 31, no. 7, Apr.; 31, no. S, May; 23, 31, no. 9, June. Thirteenth and fourteenth years, education, 13-14, no. 9, June. The Threat of Communism Today (Dirksen), 8-10, no. 5, Feb. The Threat of Fascism Today (Patman), 10-12, no. 5, Feb. Totalitarianism, education to meet the challenge, 12-13, no. 5, Feb. Transfer, U. S. Office of Education, 27, no. 3, Dec. Tribute to teachers, 21, no. 2, Nov. U UN and UNESCO, 27-28, no. 2, Nov. ; 8, no. 3, Dec. See also UNESCO; United Nations. SCHOOL LIFE UNESCO; Conference, Mexico City, 15, no. 4, Jan. ; International Conference on Public Education, Geneva, 7, no. 2, Nov.; library program, 12, no. 9, June; news notes, 24, no. 8, May; program in 1948, 10, no. 7, Apr. See also UN and UNESCO ; United Nations. United Nations: Appeal for children, 13-14, no. 7, Apr.; free material, 7, no. 1, Oct.; hope for peace, 25-27, no. 5, Feb.; in films, 21, no. 8, May institute inaugurated, 27, no. 9, June; International Children's Emergency Fund, 12, no. 3, Dec.; principles, 5-6, no. 1, Oct. See also UN and UNESCO. U. S. Education Mission Report (Goodykoontz), 1012, no. 1, Oct. U. S. Foreign Economic Policy, development, 7, no. 1, Oct. U. S. Government Announces, 31, no. 1, Oct.; 31, no. 2, Nov.; 31, no. 3, Dec.; 32, no. 4, Jan.; 81, no. 6, Mar.; 32, no. 7, Apr.; 32, no. 8, May; 32, no. 9, June; 32, no. 10, July. U. S. Office of Education: Annual Report, review, 8-12, no. 6, Mar.; appointments, 8-9, no. 1, Oct. : 9, no. 2, Nov. ; 27, no. 3, Dec.; 15-16, no. 4, Jan. ; 18-19, no. 6, Mar.; 17, no. 7, Apr.; 8, no. 8, May: 10, no. 9, June; 31, no. 10, July; assists in challenge of communism, 7, no. 5, Feb.; Citizens Federal Committee on Education, 16-17, no. 1, Oct. 20-21, no. 2, Nov.; 13-14, no. 3, Dec.; 3-4, no. 4, Jan.; Federal legislation, 28, no. 2, Nov.; fellowship opportunities and teaching positions in other countries, 3-8, no. 3, Dec. moved to FSA building, 18, no. 6, Mar.; planning committee, work conference sponsored, 13, no. 7, Apr.; program of Life Adjustment Education for Youth, 3-6, no. 2, Nov.; project on Adult Education of Negroes, 17-19, no. 4, Jan.; publications, 31, 32, no. 1, Oct.; 31, 32, no. 2, Nov.; 31, 32, no. 3, Dec.; 32, no. 4, Jan.; 31, no. 6, Mar.; 32, no. 7, Apr. 32, no. 8, May; 32, no. 9, June; 32, no. 10, July; reassignments. 10, no. 9, June; request for studies, 13, no. 7, Apr.; staff members abroad, 27-28, no. 3, Dec.; strengthens programs, 3-5, no. 1, Oct.; under separate board, 12-13, no. 7, Apr.; vocational policies being revised, 10, no. 2, Nov.; Voice of Democracy, 31, no. 8, May; Zeal for American Democracy, 2, no. 1. Oct.; 3-5, no. 8, May. United States Seal, page 4 of cover, no. 5, Feb. Universal secondary education, commission to develop programs, 3-6, no. 2, Nov. W W. K. Kellogg Foundation, grant for rural education, 11, no. 7, Apr. Wagner, Florence E., and Walker, Vera W.: Workshops in Florida on Food for Children, 25-26, no. 7, Apr. Walker, Vera W., and Wagner, Florence E.: Workshops in Florida on Food for Children, 25-26, no. 7, Apr. War Relocation Centers, school records of studer 27, no. 9, June. Warburton, Amber A.: Children and Youth Rural-Industrial Areas, 12-14, no. 4, Jan. Warner, Kenneth O.: Putting Human Relations the Classrooms, 2, 5, no. 8, May. Washington, George: Farewell Address, excerpt, no. 5, Feb. Well-being of all children in America, 7-10, no. Apr. What Are Chief Threats to American Democrac (Fuller), 16, no. 5, Feb. What Are Good Teachers Like? (Rummell), 4 What the Community Expects of Its Teach Williams, Joel, and Eldridge, Hope Tisdale: Sch Wings, posture exercise, 17, no. 2, Nov. Wisconsin Studies Need for Junior Colleges, no. 6, Mar. With the U. S. Office of Education, 8-9, no. 1, Oc 9-10, no. 2, Nov. ; 27-28, no. 3, Dec. 15-16, no. Jan. 18-19, no. 6, Mar.; 17, no. 7, Apr.: 8no. 8, May; 10, no. 9, June; 31, no. 10, July. Work conference, sponsored by U. S. Office of Ed cation, 13, no. 7, Apr. Workshops and conferences, science, 21-23, no. 9, June. summer, libra Workshops in Florida on Food for Children (Wagn and Walker), 25-26, no. 7, Apr. World air speed records, 13, no. 8, May. World recovery, 5-7, no. 1, Oct. World trade, expansion, 7, no. 1, Oct. World understanding, NEA report, 26, no. 1, Oct. Wright, Grace S. Improvement of Teacher Statu 24-26, no. 6. Mar. Teacher Improvement Pol cies and Practices, 21-24, no. 8, May. Y-Z Year-round program, 25, no. 4, Jan. School Life Published monthly except August and September Purpose The Congress of the United States established the United States Office of Education in 1867 to "collect such statistics and facts as shall show the condition and progress of education in the several States and Territories;" to "diffuse such information as shall aid in the establishment and maintenance of efficient school systems;" and to "otherwise promote the cause of education throughout the country." SCHOOL LIFE serves toward carrying out these purposes. Its printing is approved by the Director of the Bureau of the Budget. Indexed SCHOOL LIFE is indexed in Readers' Guide to Periodical Literature, and in Education Index. Permission to Reprint Many requests are received for permission to reprint material published in SCHOOL LIFE. The U. S. Office of Education gladly gives such permission with the understanding that when excerpts of an article are reprinted they will be used in such a way that their original meaning is clear. How to Subscribe Subscription orders, with remittance, should be sent to the Superintendent of Documents, Government Printing Office, Washington 25, D. C. Subscription price $1 per year; to foreign countries in which the mailing frank of the United States is not recognized, $1.50. Subscriptions may also be entered through magazine dealers. Single copies 10 cents. For orders of 100 copies or more to be sent in bulk to one address within the United States, the Superintendent of Documents allows a discount of 25 percent. OSCAR R. EWING U. S. Commissioner of Education KENNETH O. WARNER Executive Assistant to the Commissioner GEORGE KERRY SMITH Chief, Information & Publications Service Editorial Offices Olga A. Jones, Editor-in-Chief, U. S. Office of Education, Federal Security Agency, Washington 25, D. C. ZEAL FOR DEMOCRACY by John W. Studebaker, U. S. Commissioner of Education A VIGOROUS program designed to vitalize and improve education in schools and colleges throughout the United States with respect to the ideals and benefits of democracy and to reveal the character and tactics of totalitarianism has been launched by the U.S. Office of Education. Strongly supported by Congress, this program will aim to make the principles and practice of democracy and the traditions of our republican form of government more vivid and meaningful. Resource material, teaching aids, programs of study, and good practices found in various school systems and colleges to be made available to educators in the future, especially during the next year, should stimulate increasing interest in education for democracy, for representative government; showing clearly the nature of their opposites, namely, communism and fascism. American Education is Challenged We do not know what the future holds for the world in this uncertain atomic era. We do know, however, that American education is challenged to cause millions of young people to come from the schools with the deep-seated conviction that government in a free society is what the people want it to be, that it seeks and responds to the freely expressed desires, opinions, and judgments of the people, and that, conversely, totalitarian government maintains itself by force, suppression, and coercion of the people to make them conform to the will of the dictatorial group "at the top". Our young people should learn the ways of democracy by practicing them in school and college. They should see the shadows behind glamorous and attractive promises and propagandas for the easy solution of all important social and economic problems. They should intelligently oppose the scapegoat type of indictment of certain classes, creeds, or races. They should examine carefully all undemocratically operated movements or organizations placing power in the hands of a few leaders. They should weigh wisely the' continual criticism leveled at politicians or other classes or groups: blaming them for our social and economic difficulties. Finally, they' should have a sufficient store of knowledge to be able to detect and expose totalitarian methods and practices. A Program of High Priority I regard this program as one of high priority for American educa tion. As a partner in the program, the U. S. Office of Education; is strengthening its historic function of promoting national security through education. Schools and colleges, completing the partner ship, can make a timely and genuine contribution in helping ou youth articulately to defend the democratic way of life with intell gence and perseverance. T National Security THE U. S. Office of Education is plann HE U. S. Office of Education is planning increased assistance to States in strengthening particular aspects of their educational programs related to national security, according to recent announcement by Commissioner Studebaker. This new emphasis has been made. possible by the Congress through an increase of approximately 30 percent in operating funds of the Office for the current fiscal year. Regular services of the eight permanent divisions of the Office will be continued as usual with some- Information regarding each of these Organization of Office The above chart shows the organization of the U. S. Office of Education. The officials responsible for administration of the work of the Office are as follows: Commissioner----JOHN W. STUDEBAKER Deputy Commissioner and Director, Division of School Administration E. B. NORTON Associate Commissioner EDWIN H. MINER Director, Division of Elementary Education--------------BESS GOODYKOONTZ Director, Division of Secondary Education ---GALEN JONES Assistant Commissioner for Vocational Education ----RAYMOND W. GREGORY Director, Division of Higher Education JOHN DALE RUSSELL Executive Assistant to the Commissioner and Director, Division of Central Services------KENNETH O. WARNER Director, Division of International Educational Relations KENDRIC N. MARSHALL Director, Division of Auxiliary Services RALL I. GRIGSBY Education for Democratic Citizenship Improvement of education for democratic citizenship is of paramount importance in any strengthening of national defenses to insure freedom and security. Schools and colleges have long recognized their responsibility for the development of a better-informed and a more purposefully democratic citizenship on the part of the oncoming generation. It is largely in the field of the so-called humanistic studies, but more particularly in the field of the social sciences, that the effort has been made and must continue to be made to develop: 1. An understanding of the meaning of democracy, its history, its practice, and its continuing development; together with an understanding of the dangerous alternatives posed by totalitarianism. 2. Enlightened loyalty to democratic ideals and national traditions. 3. The fundamentals of national responsibility and power, including world geography and its relation to war potentials and to the economic and stra tegic foundations of an enduring peace. accom 4. Understanding of the United Nations, its organization, plishments, shortcomings, and possibilities. In the United States the relation of the Federal Government to the States in educational matters has been developing over a period of many decades as one of helpful assistance rather than dominance or control. In this relation ship the Federal Government has long recognized its responsibility to assist the States to improve their school and college programs. Generally speaking, assistance has taken the form of financial grants in aid of specific educational programs, with only such Federal requirements as would assure expenditure of the Federal funds for the aided purposes. This policy of noninterference by the Federal Government in the control of education by the States is particularly important in the area of "education for democratic citizenship." It is believed that the Federal Government can and should assist the States, without interference in the educational affairs of the States, to strengthen and improve their programs of education for democratic citizenship. It is planned, as usual, that this be done by employing professional specialists in the Office of Education to work with cooperating schools, school systems, and colleges of the States through institutes, workshops, conferences, publication of materials, and demonstration teaching to improve the social studies teaching, particularly in the high schools. Education in Science and Mathematics We are on the threshold of the atomic age. Accustomed as we are to a mechanized and highly technical civilization, we nevertheless face the future of scientific development with considerable anxiety. In that future will new scientific developments be employed primarily to kill and to destroy? Or will they be employed to bring relief to mankind from its age-old burdens? Science itself does not give the answer. For science itself is neutral or amoral. Its principles, forces, and laws may be used equally for destruction or for construction; for evil or for good. If the people of a free society are to control the use of science and to direct it to humane ends, they must understand something of its method and of its possibilities. To maintain American leadership in scientific research and discovery is a deep concern of those responsible for the national defense. Dr. Vannevar Bush, wartime director of the Office of Scientific Research and Development, sounds the warning that: "Improvement in the teaching of science is imperative, for students of latent scientific ability are particularly vulnerable to high-school teaching which fails to awaken interest or to provide adequate instruction. To enlarge the specially qualified men and women it is necessary to increase the number who go to college. This involves improved high-school instruction, provision for helping individual talented students to finish high school (primarily the re group of sponsibility of the local communities) and opportunities for more capable, promising high-school students to go to college. Anything short of this means serious waste of higher education and neglect of human resources." 1 Not only is improved high-school instruction in the natural sciences and mathematics important if the high schools are to provide the reservoir of talented science students for advanced training in colleges and universities, it is essential also as a basis for many military specialties. Educational machinery for achieving the aforesaid objectives of science education in the high schools already exists. Unfortunately, however, many schools are not sufficiently well equipped to reach a high degree of effectiveness in their teaching of natural science. It is especially difficult at the present time to secure the talented teacher personnel and supervisory staffs necessary to achieve improved results. By the expenditure of relatively small amounts of Federal funds much can be done to stimulate the improvement of science and mathematics instruction in the high schools of the Nation, it is believed. Education for Health and Physical Fitness During World War II, on the basis of Selective Service examinations, 5,000,000 young men were rejected for military service because of their physical, mental, or educational deficiencies. A large number of rejections were preventable and would undoubtedly have been prevented had the health program in the schools of the Nation been ade quately supported during the two decades prior to the outbreak of war. Obviously, therefore, if our youth in future years are to be prepared to make their essential contribution to the security and strength of the Nation, either in time of peace or war, definite and positive measures should be taken to insure their development, training, and proper conditioning. The aims and objectives of a peacetime program of education for health 1 Science-the Endless Frontier. Report to the President on a program for postwar scientific re search. July 1945. Washington, Government Printing Office. p. 21. |