broad perspective and at the same time intimate understanding of all that the child is doing in the 24-hour day and 7-day week. and they will organize a program that provides and capitalizes on vital experiences as the basis for teaching and learning. Edutation will not be circumscribed by the schoolroom, the school shop, and the 3- or 5-hour school day. But with richer and deeper appreciations of "learning to live," the school staff will enlarge and strengthen their own service and, in turn, influence and work for the improvement of all services.

The Physical Plant

Just as the administrative organization reflects the philosophy of the training school, so do the physical plant and the use that is made of it show the principles under which it operates. The buildings of many schools reflect changes in educational philosophy over those of penal and reform institutions of the early days. Too few schools, however, have come into being of recent years or have had an opportunity to relocate or to build in keeping with the best current philosophy and objectives for training schools. Since this is the case, too much emphasis cannot be given to the fact that, whatever the stage of planning of buildings, the administrator and the personnel are much more important than are grounds and buildings. They envisage and plan the program. A meager, poorly located, or poorly designed plant may be the incentive for a carefully laid plan of promoting public understandand support for improvement in the plant. Certain changes an often be made as part of a long-time plan which will demonstrate to the most conservative board the educational possibilities of a more nearly adequate plant. Such a long-time building program, carefully conceived in keeping with the objectives of the school, would eliminate the danger of having eventually a conglomerate group of buildings that grew like "Topsy," with no particular reasons for the forms they took other than immediate requirements for additional space or the necessity for replacement an existing structure.

In one school, money and materials sorely needed for repairs to the barn were used for constructing a modern dairy stable for a small herd of cattle, the plans for which were designed, as part of a total planning program, by the vocational teacher and a group of boys in the drafting class. On the basis of this demonstration of what could be done, a request for installing new stable units was granted and an additional instructor assigned for this field in the subsequent year.

In another school, the old-type cottages had no recreation room The boys, under the guidance of the vocational teacher, chose th basement of one cottage and designed plans of what for them w a "bang-up" spot. They put in a temporary wallboard partitio wired for lights, and redecorated. Recreational equipment ar materials for which formerly there had been no adequate spa were now utilized. This was another demonstration to an admi istrative board of the need for better physical facilities in trainin school life.

There is within the reach of every training school administrato and staff the wherewithal to make the cottages, the school build ing, and the grounds attractive. The most meager of physica plants lends itself to little touches of home life that will make th cottage a pleasant place in which to live, the school an invitin hall of learning, and the grounds beautiful. The training schooli "home" to the girl and the boy while they remain there, and should be the type of home which they can enjoy. Trees, shrul bery, and flowers in the grounds, cut flowers in the living-room and on the dining-room table, clean and attractive tablecloths an napkins, appropriately set tables, inviting furniture, simpi though it may be, are only a few of the touches that many train ing schools are using to make of them more nearly what they ought to be.

The Best in Present Plants

If it were possible to attain the ideal immediately, it would b neither possible nor advisable that the physical plants of trainin schools should be the same in every respect. Many factors mus be considered, such as the section of the country to which mos of the students will return and the type of program planned. Cer tain general characteristics can be uniform, as, for example physical plants of the cottage type. However, among those mos competent to judge physical plants, there will always remain suf ficient differences of opinion to result in minor variations. Thes will not be harmful to final results, but will actually make fo

progress.

It might be said that the best in present plants makes possibl the services of a small community, as noted in the plan of admin istrative organization. The facilities provided include: An admin istrative building; a medical unit, with hospital and menta hygiene clinic; cottages for children and living quarters for members of the staff who live on the grounds; the school and

hops for vocational training; chapel; entertainment and recretion centers; maintenance units, with shops, garden, farm and farm buildings, and store or commissary. In design and purpose the goal is an efficient and pleasing arrangement for happy living and for carrying out each day's activities. Standards of hygiene, safety, comfort, and cleanliness, together with order and beauty of surroundings, are important aids to the individual in establishing those daily and personal routines which satisfy the physical needs and comfort.

Trends in locating site are toward selection of the country, with ample acreage but near an urban community, to which the life of students and staff can be related. Small cottage units for a maximum of 20 pupils, with individual sleeping rooms, are desirable. There should be provision for some of the staff to live off grounds. The educational facilities should include space and equipment for varied activities, such as science laboratories, arts and crafts rooms, library, vocational shops, in addition to regular classrooms. There should be recreational units, such as clubrooms, gymnasium, swimming pools, athletic fields. Hospital and clinic units, with offices, conference, and treatment rooms, are essential. Farm and maintenance buildings are indispensable.

Whether a wholly new site and structure are contemplated or enly one or two units are planned, advice from architects who are specialists in certain types of structure, such as schools or hospials, may be secured to aid the administration in adopting buildprograms suitable to the needs of the training school. Such nsultation is likely to insure against the formality and regimentation of structure apparent in most of the earlier plans. It will the same time make for the incorporation of modern architectural design, materials, and equipment to contribute to the attractiveness, convenience, and all-round service of the training school's dant.

With emphasis upon the child and the development of a proram suited to his particular problems, every element of the phystal plant will receive close scrutiny. The objective here, as in the internal administrative organization, is to secure a satisfying and enriching community life on the part of both staff and pupils.

RELATION TO STATE DEPARTMENTS OF

EDUCATION

EACH STATE in the Union by the power granted to it in th

tenth amendment of the Federal Constitution is responsible fo carrying on a system of education for the children within it borders. To meet this responsibility there has developed over th years what is commonly known as the State Department of Pub lic Instruction or State Department of Education functioning a a unit in the State government. Each State, therefore, is th responsible agent for the extent and the quality of education whic it provides for its children, while the Federal Government throug the U.S. Office of Education acts in an informational and advisor capacity to State departments.

The function of State departments in the administration an supervision of day schools is generally understood and has publ support. But the relationship of the State department of educatio to residential schools, whether for children who are blind, dea mentally deficient, dependent, or delinquent, is not generally know or understood. One reason for this is that the residential school although serving boys and girls of an age identical with the ag range in public day schools, have not in the past been classifie under the educational institutions of the State. State residentia schools for the deaf and the blind are now rather rapidly becomin an integral part of the State system of education. These school formerly under State welfare departments or boards of contr have in many States been transferred by law to educational admi istration. Such a relationship, however, has not been effected f training schools for delinquents, except in a very few cases, the functions still being primarily identified with those of welfa services.

The State's Responsibility for Service

Whatever the jurisdiction under which a training school ope ates, the State department of education has its share of respon bility for the education of the pupils in the training school. In number of States, education laws or regulations explicitly sta that responsibility. For example, the Michigan law defining t powers and duties of the State Superintendent of Public Instru tion reads:

The Superintendent of Public Instruction shall have general sup vision of general instruction in all public schools and in all State ins

tutions that are educational in their character, as follows: The University of Michigan, the Michigan State College of Agriculture and Applied Science, the Michigan school for the deaf, the Michigan school for the blind, the boys' vocational school, the girls' training school, the State public school, the Michigan home and training school, and any similar institution that may hereafter be created.1

The law further reads that one of the duties of the Michigan State Superintendent is to "do all things ncessary to promote the welfare of the public schools and public educational institutions and provide proper educational facilities for the youth of the state." The Connecticut law provides that the State Board of Education "shall have general supervision and control of the educational interests of the State" and "shall supervise the educational interests of all children over 4 and under 16 years of age who are residing in or attending any child-caring institution receiving moneys from the State."

In the Florida School Laws the definition of the State PublicSchool System includes public schools, State-supported institutions of higher learning, and other State-supported institutions. The law reads:

Other State-supported institutions primarily of an educational nature shall be considered parts of the State System of Public Education. The educational functions of other State-supported institutions not primarily of an educational nature, but which have specific educational responsibilities, shall be considered responsibilties belonging to the State System of Public Education.4

An Indiana statute reads as follows concerning the Indiana Boys' School:

...

The course of study in the literary school department of the Indiana Boys' School shall, so far as possible, be the same as the course of study in the corresponding grades of the public schools of this state. . . . The teachers employed . . . shall be regularly licensed teachers . . . The State superintendent of public instruction or his representative shall at intervals visit and inspect the literary school department . . and shall submit to the Governor and to the Superintendent of the Boys' School his recommendations concerning the work of the literary school department.5

...

These four excerpts are sufficient to illustrate the form of laws which fix the State's responsibility for the education of every child, whether he lives in his own home, in a foster home, or in a childtaring institution. A corollary then would be that, in every instance where a State has so ruled it, the designated State educa

Michigan general school laws, 1936 ed., par. 7330 (226).

Ibid., sec. 7331 (h).

*Connecticut School Document No. 2, 1940-41, secs. 3, 10.

Florida School Laws, 1939, School Code, sec. 118 (1) (a), p. 25-26. 'School Laws of Indiana, 1935 ed., pars. 207-209.