missions carry on, in addition to their regular work, the organization and direction of appropriate programs to meet the problems that may exist. For instance, along the borders, where the Spanish language and our cultural traditions are being corrupted, local teachers are trained to carry on, after the departure of the mission, programs which will counteract these tendencies.

Each institute conducted by the urban teachers' mission generally operates for a period of 5 weeks, and an evaluation of results and an official report are made to the Cultural Missions Department at the end of each period. Staff members are appointed for periods not longer than 1 year. In this way the Department is able to select the most effi cient personnel from each preceding year,

Programs

In accordance with instructions from the Secretary of Public Education, a series of seminars to plan the programs of the cultural missions was held early in the year which this report covers. These seminars were planned in order to take advantage of the experiences of the previous year, and the chief of each mission was given an opportunity to relate his experiences and to discuss his plans for the rest of the year. The seminars were held both morning and afternoon for 4 successive days, and the following problems were discussed:

To what extent have the cultural missions, of all types, achieved their purpose of improving the community as a whole, or the region where each operates? What factors contribute to improving life in rural areas, and how may continued improvement be stimulated?

How have rural recreational activities been improved?

How have the missions improved the economic condition of rural communities in which they have worked?

How can the health of rural communities be improved?

What are the functions of the social worker, and what specific tasks should be assigned to her?

What authority do supervisors have and what procedures should be followed in supervising and inspecting the activities of the mission?

Summaries of the seminar discussions were made available to the staffs of the missions. The next three sections-Improving Life in Rural Areas, Coordination of the Cultural Missions Program, and Organizing Local Committees are representative of these summaries. The Cultural Missions Department also issued a number of instructional bulletins during the year as a basis for study and action by the missioners. Because these bulletins, like the summaries of seminar discussions, describe in a vivid way the operation of the cultural missions program, several are presented on the following pages under the heading "Instructional Bulletins," beginning with Rural Recreation on page 23. SEMINAR DISCUSSIONS

1. Improving Life in Rural Areas

The schools which exist in rural communities are important agencies and should be considered as cultural missions, which they actually are. If the school is to fulfill its essential function, it must carry on its pro

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gram in an environment which is free from the influence of the low standards of its surroundings. Members of the cultural missions staff must keep in mind that the school is the agency charged with the de- | velopment of formal and systematic education, especially among children. The work of the schools in the communities in which cultural missions work must not be hindered in any way, nor should the mission carry on activities that are already going on in the schools. On the contrary, the missioners must make every effort to guide the work of the schools, and assist in the organization of their activities, in order that they may achieve the objectives toward which they strive. The cultural missions, however, must go beyond activities that are essentially scholastic by developing educational programs which will enable both youths and adults to solve the immediate problems of living in their locality.

Members of the cultural mission staff should seek the active support and cooperation of groups in the communities in addition to those con nected with the schools. Educational activities of a less formal nature than those carried on in the schools can receive valuable support from nonschool groups. Such organizations should have the support of the municipal authorities. The schools should be closely bound to community activities, and teachers of the schools and members of the cultural missions staff must strive to secure the full cooperation of local groups in carrying out the work planned.

The missions should provide opportunities for professional improve ment for the teachers in the locality, but these activities should be closely related to the specific problems faced by teachers in their daily work. It is important that teachers be treated with respect, that appreciation for their work be expressed, and that they be encouraged in their work in every way. In the periodic meetings of local teachers which are held by the missions, guidance should be offered to teachers concerning problems that are of practical concern and assistance should be given in such a way that it can be put to immediate use by the teachers. Teachers should participate in the meetings in order to gain experience in the study and solution of their own problems and practice in making their own plans. They should also learn to do social work under the direction of the appropriate missioners in order to be able to support and encourage this portion of the program of the mission after it leaves the community.

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In all matters relating to the schools and teachers the missions must coordinate their work with that of the School Inspectors in that zone. and, in order to insure a spirit of harmony and good will among concerned, they should report to the Directors of Federal Education regarding their work.

The missions should endeavor to establish libraries, because of their importance as cultural agencies, through the cooperation of the people of the locality and by far-reaching and sustained campaigns. Libraries should provide facilities for children and should contain useful periodicals. They should be operated in accord with the best principles of library science.

Fairs, exhibits, and contests are of great importance in rural areas, for they not only encourage agricultural production and stock raising, but also offer a great many opportunities for activities of a social, moral, and esthetic nature. Such events should be considered as tangible results of the campaigns carried on by the cultural missions and the rural schools.

It is recommended that evening cultural centers be established. In addition to housing the literacy work for adults, they should become places for social activities supported by the authorities, local organizations, and the people themselves.

2. Coordination of the Cultural Missions Program

After the most urgent problems facing a community have been determined and specific objectives have been agreed upon, the coordination of all agencies in the locality is necessary. Each missioner must coordinate his activities with those of the other members of the mission staff. Regulations and orders which have been issued by the Office of the Chief of the Cultural Missions Department are designed to assure the cooperation of all agencies of the Government with the cultural missions. In addition, the missions must secure the cooperation of other social institutions in order to secure material aid and moral support. When necessary, the work of agencies of the government and the social institutions may be combined or integrated, but at all times the mission must develop the strength and full independence of each such agency or institution.

Each missioner must cooperate frankly and openly and accept responsibility for overcoming doubts and conflicts. He should be conscientious and enthusiastic in working to accomplish projects planned. Even when an activity is not within his special field, the missioner should assist if opportunity arises. One characteristic of every cultural mission should be that its staff is united in thought and action.

The missioner is personally responsible for the improvement of plans made, and for taking the initiative in an emergency. Work that he does on his own initiative, however, should not interfere with his primary obligation of carrying on the specific activities assigned to him. Periodic meetings of the missioners provide opportunities for comparing and making criticisms and adjustments. New plans then are to

be made for the following periods, based on survey and study of the community, the work of the mission, and the report of work accom plished.

3. Organizing Local Committees

We have learned from experience that lasting impressions were not made by past missions when established local institutions were not available to continue the work. If the work initiated by the missions is to continue and its results be guaranteed, it is necessary that the community's own institutions be adequately established by the time the mission leaves. Without appropriate agencies to carry on the program the community will return to its previous state of lethargy and indifference to its problems.

The community as a whole must be able to recognize its various problems and to judge their importance. It must first understand the ele mentary steps to be taken concerning those problems that are most important, most practical, or easiest to solve; and then it should work toward the solution of those problems which are more complex or of less importance.

The following resolutions were proposed by members of the seminar for discussion and approval:

The mission and its various components shall organize committees for all phases of their work, and shall give the committees a clear vision of their purpose, leading them in the planning and execution of the work.

The mission shall organize, among members of the various committees or from the community, a general board which will serve as the central committee on activities. This board will include representatives from each local committee and will coordinate the work of all, determining which problems should receive first attention.

After the missioners leave the community they shall keep in touch with these general boards. During the time that the mission works within the community the missioners should stimulate, advise, and guide their work.

Special committees, composed of the most capable, interested persons should be formed, to coordinate the mission's activities within the entire zone.

In selecting the committees mentioned, the missioners shall consider the ability and willingness of the people who are eligible to direct the specific work to be done.

INSTRUCTIONAL BULLETINS

The bulletins which follow were written during 1942 and 1943 and refer to conditions then facing the Mexican Nation, including the War in which Mexico was then a participant. The bulletins were addressed to the missioners, and give instructions concerning their activities dur ing that period.