THEY SERVED FOR
MANY YEARS

Four U. S. Office of Education staff members recently retired from the service. They are: Mrs. Katherine M. Cook, who had been associated with the Office for the past 31 years; John C. Wright, 29 years; Frank Cushman, 28 years; and Frederick J. Kelly, 15 years. All are recognized as authorities in their respective fields of education,

John C. Wright

When the Federal Board for Vocational Education was organized in 1917, Dr. Wright came to Washington and was associated with the new organization as field agent. He later served for 12 years as director of the Federal Board for Vocational Education. In 1933, when the functions of the Board were transferred to the Office of Education, Dr. Wright was named Assistant U. S. Commissioner of Education in charge of vocational education.

During his service with the Federal Board for Vocational Education and the U. S. Office of Education, Dr. Wright was associated with surveys. concerned with vocational education programs not only in this country, but also in Canada, Hawaii, Puerto Rico, Mexico, the Canal Zone, and Central and South America.

Dr. Wright was named chairman of the United States delegation to the Second Inter-American Conference on Education, held in 1934, in Santiago, Chile. He represented the United the United States at a conference in Mexico City in 1941 which was attended by outstanding educators from the republics of the Pan American Union, and was chairman of several committees of the conference. At the request of the Mexican Minister of Education, he headed a group which surveyed the vocational training facilities of Mexico City, and made recommendations regarding further expansion.

In commenting on Dr. Wright's retirement, Commissioner Studebaker said: "Dr. Wright's contribution to the progress of vocational education in this country cannot be summed up in mere words. It would be difficult to say just what progress vocational education

would have made had it not been for the faith, the enthusiasm, and the tireless energy of this one man." A commendatory resolution of appreciation of Dr. Wright's services was adopted by the Federal Advisory Board for Vocational Education at its meeting held in June.

Frederick J. Kelly

When Dr. Kelly came to the U. S. Office of Education as chief of the Section of Colleges and Professional Schools, later designated the Division of Higher Education, he had been a teacher and superintendent of schools in Nebraska and South Dakota, a dean of education at the University of Kansas and dean of administration at the Univer

sity of Minnesota, a research professor in higher education, president of the University of Idaho, and a participant in many surveys of higher education.

While with the Office of Education he was concerned largely with the organization and direction of various research studies. He served as consulting specialist to university and college presidents on national and State problems of higher education. During the war years he directed the ESMWT program in which engineering, physics, chemistry, and business departments made a vital contribution to the war effort.

Dr. Kelly served as chairman of the Section on Education and Training of the White House Conference on Child Health and Protection, and was chairman of the National Education Association Committee on Social Economic Goals of America. He has been actively identified with many educational associations, having been president of the National Society for the Study of Education and of the National Society of College Teachers of Education.

Commissioner Studebaker, in commenting on the retirement of Dr. Kelly, stated: "We say goodbye to Dr. Kelly with regret. His work with this Office was distinguished by his high ideals and the practical application of his wide experience to the problems of higher learning."

Katherine M. Cook

After having served as county superintendent of schools, of Adams County, Colo., as State superintendent of public instruction of Colorado, and as principal of a county normal school

and of a county high school, Mrs. | came to the Office of Education as cialist in rural education, and be in turn, chief of the Division of Education, chief of the Division of cial Problems in Education, cons. in educational services, and chief of Division of Organization and Sur sion, Elementary Schools.

Author of numerous publications. also aided in the preparation of Merriam report on Problems of I Administration, and served on a mittee of the White House Confer on Child Health and Protection. bulletin, entitled House of the P An Account of Mexico's New Sche Action, has been translated into S ish, Chinese, and Indian, and her sin letins describing education in the T tories and Insular Possessions of

United States have been widely

During the war years Mrs. C wrote numerous leaflets on ps planning, and has recently cooper with the National Association of S Workers in the furtherance of vis teacher work.

Frank Cushman

Commander Cushman joined staff of the Federal Board for V tional Education in 1918 and s as regional agent for trade and in trial education until 1922. He chief of the Trade and Industrial i cation Service from 1922 to 193. has been consultant in vocationa cation since 1938, except for his of duty with the Navy.

Commissioned as lieutenant mander, USNR, in 1930, he rem on the inactive list until called active service in November Later he was promoted to the ra commander. During his active s in the Naval Reserve he was con with the preparation of emerg plans for the training of mechanis navy yards and other naval shor tivities, served in the Shore Esta ments Division in charge of civ training in the field, and later as of the Training Branch of the Dish of Shore Establishments and Ca Personnel.

Throughout his years of s Commander Cushman has pro foreman and supervisory tran conducted foreman conferences o

ference leader training, as well as courses in the training of supervisors and instructors of trade and industrial education. He is also an honorary member of the faculty of the National Police Academy conducted by the Federal Bureau of Investigation where he taught courses in training methods.

Commander Cushman is author of a number of books in the field of trade and industrial education, one of which was used as a text for the Armed Forces Institute.

LEGISLATIVE POLICY FOR
NATIONAL EDUCATION
ASSOCIATION

The following legislative policy, for the National Education Association was adopted by the NEA Representative Assembly at its summer meeting in Buffalo, N. Y.:

Federal Aid.-Congress should provide Federal aid without Federal control to assist the State in more nearly equalizing educational opportunity through public elementary and public secondary schools in the United States.

Education and World Peace.-Federal Government should take such steps as are necessary to make the United Nations Educational, Scientific and Cultural Organization an effective international agency for world peace. Federal Government should encourage international conferences and exchange of educators.

National Preparedness.-The National Education Association believes in adequate preparedness for the preservation of our national security. Such security rests upon the physical vigor, scientific knowledge, technical skill, civic responsibility, and military competence that reside in our citizens. To this end the Association urges the continuation and expansion of educational programs in these areas, and it calls upon the Congress to take immediate steps to determine the security needs of our Nation and to adopt such measures as will properly satisfy these needs. The intent of this resolution shall be the accepted policy of the National Education Association.

Price Controls.-Federal price controls should be continued until supply and demand are sufficiently in balance for competition to control prices.

American Education Week

HE week beginning November 10

Thas been designated for the

twenty-sixth observance of American Education Week. It should be the occasion for all citizens to visit their schools and to give serious thought to the theme selected for this year's observance, "Education for the Atomic Age."

Atomic energy can contribute immeasurably to man's welfare, or it can destroy civilization as we know it. Whether its powers shall be harnessed for good or for evil, the adult citizens of the United States will in large measure decide. It is the task of education to bring about a realiza

Health and Child Welfare.-Congress should provide funds, to be administered through public agencies and under State and local control, to strengthen the health and physical education program for all children in all schools and colleges.

School Construction.-Federal Government should assist the States to meet construction needs. Funds should be made available at once for surveys of construction needs.

Teacher Welfare.-Social Security coverage should be extended, by means of voluntary contracts, to employees of school systems not now protected by pension or retirement programs. Such extension should in no way amend or

tion of the issues at stake and to develop the practices of human brotherhood that alone will enable us to achieve international cooperation and peaceful progress in the atomic age. -Harry S. Truman

EDUCATION FOR THE ATOMIC AGE is the general theme for American Education Week this year. This school-and-communitywide week throughout the Nation is sponsored by the National Education Association, the American Legion, the National Congress of Parents and Teachers, and the U. S. Office of Education.

The schedule of subjects for discussion follows. It is hoped by the sponsors that valuable results will come in every community from the 1946 American Education Week.

interfere with the operation of existing teacher-retirement systems. Retirement pay for teachers should be free from Federal income taxes up to the highest amount allowed any other group under existing Federal law.

Scientific Research.-Federal Government should subsidize and coordinate scientific research.

Public Lands.-Federal Government should make payments in lieu of State and local taxes for lands acquired for Federal uses.

Nursery Schools and Child-Care Centers.-Any Federal funds made available for nursery schools and child-care centers should be channelled through

the regularly established Federal and State educational agencies.

Federal Aid for Higher Education.Federal Government should provide financial aid for the support of higher education to be granted only to publicly

controlled institutions. Federal Government should make adequate compensation to privately controlled colleges and universities for the cost of specific services rendered at the request of the Government.

Scholarships.-Federal Government should finance the establishment in ev

ery State of a system of competitive scholarships under which young men and women of high capabilities may attend college. Scholarships for teacher preparation should cover the complete cost of training to the individual.

United States Office of Education.The Federal Government should create a national educational commission, com

posed of outstanding citizens, appointed by the President and approved by the Senate, with overlapping terms, subject to removal only by Congress, nonadministrative in functions, to serve in a consultative capacity to the head of the Federal educational agency. This agency should have sufficient rank to deal directly with the President and the Congress.

REPORT FROM AHEA
ANNUAL MEETING

MORE THAN 2,000 home economists from all sections of the country and representing the many fields of their profession, registered for the thirty-seventh annual meeting of the American Home Economics Association held in Cleveland, Ohio, late in June. The convention theme, "Better Professional Workers for Better Homes and Happier Family Life," was developed through work meetings, research reports, general sessions, and informal conferences.

Increasing demands for the services of home economists was emphasized again and again. The first general session was devoted to recruitment through jobs well done in teaching, homemaking, business, extension, and participation in research. Cornelia Lindstrom of Iowa State College, national president of Home Economics College Clubs, indicated the potentialities of the 336 clubs in the organization. And the 1-year-old Future Home

makers of America, represented by the national president, Myrtle Hilton of Tennessee, reported 4,332 highhighschool chapters with nearly 170,000 members. This organization is cosponsored by the Association and the

U.S. Office of Education. Home economist Mary I. Barber, planner of food and diets for the Army during the war, recommended as one of the best recruitment ideas a pride and respect for the profession of home economics through which "you may learn a trade, live in comfort, and serve your community."

The Association's interest in the consumer turned the spotlight on housing, as Deane G. Carter, professor of farm structures at the University of Illinois and member of the Executive Committee of the Small Homes Council, discussed "The Consumer's Investment in Housing." He pointed out the decided trend toward functional housing and the increasing recognition by architects and builders of the home economists' point of view-that of building for "family living requirements." One of the planks of AHEA's legislative platform, approved at a later business session, authorized action in support of the Wagner-Ellender-Taft housing bill.

Ruth O'Brien of the Bureau of Human Nutrition and Home Economics reported briefly on "The Consumer Speaks" project of the association, through which already more than 20,000 homemakers of the Nation have reported their desires with respect to certain items of clothing, food, and equipment.

International Responsibilities Too

International responsibilities of the Association were made apparent in the third general session. Frank L. McDougall, special adviser to the Director General of the Food and Agriculture Organization of the United Nations, discussed "Food in the International Situation." He emphasized the fact that poverty and malnutrition still exist among more than two-thirds of the earth's people and that the "root of the problem lies in improving the standard (the chance) for living throughout the world."

Two foreign fellows, brought to the United States by AHEA for study in home economics, were introduced at this session, Ho-I Pai from China and

Zarina Soule from India. Each spos briefly in English. College Home Es nomics Clubs throughout the country have adopted as their major proje the increasing of international unde:standing. These groups alone report. contributions of more than $750 to the fellowship fund last year. And at t close of the session these student repre sentatives received donations whi filled their purse above the $1,000 mark Benefits Through Research

Benefits to the Nation's famil through research were high lighted the final session when Earl C. M Cracken of the Bureau of Human N trition and Home Economics reporte on work in the field of household equip ment; Cleo Fitzsimmons of Purda University discussed family economics Mary Louise Collings of the Unite States Extension Service talked of search in adult education methods Mildred L. Stenswick of the Bureau of Human Nutrition and Home E nomics considered housing; and W nona Morgan of Pennsylvania Stat College reported on research in chi development.

Work sessions for each departmen and division were held daily through out the convention. In these the latest findings in various fields were reporte. and program-of-work plans for the coming year developed.

President and Other Officers

Mrs. Katharine M. Alderman of M nesota, newly elected president of t Association, took over her duties at th final business meeting. Executita Board members elected at this meeti were Claribel Nye of California, vi president, and Marie Mount of Mary land, treasurer. Voting on national of ficers of the American Home Economi Association henceforth is to be by d members rather than by the 150 me bers of the council. Junior member ships were abolished.

Launched at this meeting was drive for $250,000 to provide a perm: nent "home for home economics" b 1949.

Throughout the week more than 1 exhibitors, with from 1 to 8 booths ea! in the Cleveland Public Auditoriur. displayed postwar attractions for hor economists.

A

NUMBER of important changes concerning the disposal of surplus wroperty to schools and colleges, have leveloped during recent weeks and are erewith reported upon.

Changed procedures for educational nstitutions to use when purchasing roperty from War Assets Administraion have been announced.1 Under hese procedures the State Educational Agencies for Surplus Property 2 have een reassigned important responsibiliies, among which is the allocation of tems in short supply to eligible educaional institutions in each State.

all

Under expanded Army and Navy doiation programs educational instituions should receive a greater volume as vell as a greater variety of items of alue to education. New Navy donation rocedures also allow for an equitable listribution of the property among ducational institutions. Attention of schools and colleges is alled to two points regarding acquisiion of surplus property from whatever ource: (1) When requesting an item, be specific, be sure to include enough decription so that it can be easily recogized. For example: Specify "1 claw ammer" or better still "1 hammer, hipping, pneumatic, Detroit Model, WA, Series No. 154169x," rather than F1 hammer." (2) An authorized official of each educational institution must ign all requests for surplus property, purchase orders, etc. A classroom

the coast, the U. S. Office of Education has developed procedures allowing educational institutions regardless of location, an equal opportunity to acquire such property. These procedures have been approved by the Navy.

Under the Navy donations program, any items donated must be used in instruction. These items may be certain types of (1) machinery, mechanical equipment, tools, boats and boat equipment for use in courses of vocational training, and (2) airborne electronic and radar equipment for use in aeronautical courses which do not involve actual flight training. While the latter equipment is obsolete for navy planes, it is useful for training equipment in the classroom.

The only cost to educational institutions for this property is the packing, handling and shipping charges.

Under the present procedures property that may be donated by the Navy is first screened by a representative of the U. S. Office of Education and selected items are frozen for a 15-day period. This representative immediately notifies the representatives in other States regarding the property available. Each representative passes the information on to the State Educational Agency for Surplus Property, which notifies the schools within the State.

An educational institution upon receipt of such notice makes application for any items desired. These applications are made out to the United States

tems should have the authorized official n his institution order the items.

Specific information on procedures in The WAA sales program and the Army nd the Navy donation programs are vailable from your State Educational Agency.

Navy Donations

Since most of the property that may be donated by the Navy is located near

1 Cf. Educational Surplus Property Memorandum No. 9, available from the U. S. Office of Education, Vashington 25, D. C.

2 Each State has established a State agency for urplus property. The name of the director and is address may be obtained by writing to the U. S. Office of Education or the chief State school officer any State.

and four copies, to the appropriate State Agency for Surplus Property. Furthermore, it is important that a sufficient description of the property to make it easily identified is included on each application.

Applications also should include (1) applicant's eligibility certification symbol, (2) name of vocational or aeronautical course in which property is to be used (3) indication that applicant has facilities and personnel for maintenance and use of donated property in continuing educational program, and (4) a list of property previously received or known to be en route from the

tration under donation programs since January 1, 1944.

Each State agency reviews, approves, and assigns priority ratings to the applications received from educational institutions in the State. The U. S. Office of Education's field representative in the State certifies the applications regarding the eligibility of schools to receive donations and forwards the applications to the field representative of the State in which the Navy donable property is located. The field representative in the State where the holding activity is located transmits them direct to the activity.

Schools and colleges are notified regarding items and the number of each that have been allocated to them, when the property is to be shipped, and the cost of packing, handling, and shipping.

Army Donations

The Army under its expanded program has listed by categories, the types of items that may be donated. This list as indicated by the selections given below, includes many types of items that previously have been donated in extremely small amounts or not at all: Gas and electric welding equipment, sheet metal equipment, domestic and power sewing machines, business machines, electronic equipment, refrigeration and air conditioning equipment, photographic and projection equipment, mess and food preparation and preserving equipment, laboratory equipment drafting equipment, safety equipment and accessories. (Some items in these categories may be frozen for veterans.)

Procedures for acquisition of donable Army property are very similar to those detailed above for Navy donation pro

gram.

Purchasing From War Assets
Administration

In addition to changes in the Army and Navy donation programs, there also have been changes in WAA's disposal program. Procedures which became effective July 1 were developed by the U.S. Office of Education and approved by WAA.

Under these procedures, at the close of each period of offering made through

catalogs or notices of offerings, the WAA now allocates the available surplus property among States, local governments, educational, health, welfare, and other priority claimants in the same priority class. Allocations among States of the total surplus property available to educational claimants, is made by representatives of the U. S. Office of Education with the assistance of the State educational agencies.

Since requests (declarations of intent) from educational institutions for surplus items are sent directly to State educational agencies under the July 1 procedures and the State agencies know the amounts available for educational claimants by the end of each period of offering, each State agency allocates any items in short supply, on a basis of need and utilization, among the educational institutions within the State.

Furthermore, at the close of each period of offering, State agencies inform schools and colleges which of the requested items and the number each educational institution will receive. Not until this information has been received from the State agency, is a claimant required to prepare its purchase order. Thus, educational institutions will no longer be required to tie up funds for a long period of time or pay for surplus items they have requested until they

know what will be available and how much they will receive.

Under the July 1 procedures, the State Educational Agency for Surplus Property is responsible for the certification of purchase orders or declarations of intent to buy. While a "declaration of intent" need not be a purchase order, it is a firm commitment to buy the listed surplus items if and when the surplus becomes available.

Any educational institution desiring to purchase surplus property listed in catalogs or notices of offering, immediately upon receipt of the notice, should send a declaration of intent in triplicate to the State Educational Agency. Each declaration of intent must contain (1) the name, location and certification symbol of the institution;

In some States, through an agreement between the State agency, the regional WAA office, and the U. S. Office of Education, educational claimants will continue to submit purchase orders. Claimants should follow instructions sent out by their respective State educational agencies on submission of orders or declarations of intent.

(2) the file number of the notice of offering or catalog; (3) a list of items, the quantities desired together with an item number for each item from the notice or catalog, and a brief description of each item; and (4) a statement certifying that funds are available to purchase the property listed at a 40 percent discount from fair value.

The declaration of intent must be signed by an authorized officer of the institution.

As soon as a school or college receives notice regarding what and how many items are available, it should send two copies of a purchase order together with a copy of its approved declaration of intent to purchase, which it will receive from the State agency, to the WAA regional office in which the property is located. WAA is responsible for shipment of property and for billing the institution.

Spot and Site Sales

greatly to the health and well-being the Nation's school children.

The funds will be administered the United States Department Agriculture.

They will be apportioned to States in accordance with the num of school children in the State, betwe the ages of 5 and 17 inclusive, and per capita income of the State in r tion to the per capita income of United States. Under the Act money will be given as grants-in-aid: channeling through the State ed tional agency if that agency is leg permitted to handle the funds. W the educational agency has not s legal authority, the Governor will & ignate another State agency to haz the program.

Both public and nonprofit priv schools are eligible to apply for ass ance. The State agency will accept plications from both types of sch unless it is legally prohibited f

At the present time, when purchasing disbursing funds for private scho

at spot and site sales, an educational institution should provide its representative with a letter of authorization giving the institution's certification symbol and stating that the representative is authorized to make purchases and sign. any required WAA documents. The representative also should be prepared either to furnish a purchase order or an order number for a purchase order. However, those institutions with established credit in the WAA regional office will not need to furnish purchase orders at spot or site sales if they have a credit. card from the regional office.

NATIONAL SCHOOL

LUNCH ACT

by M. P. Driggs, Chief,
School Lunch Division, Food
Distribution Programs Branch, USDA

PRESIDENT TRUMAN, on June 4, 1946, placed his signature on the National School Lunch Act, a measure of interest to all school administrators. For the first time there is a guarantee of continuing Federal assistance for these local programs that contribute so

In States where this is true the Sta office of the Production and Marke Administration, USDA, will work w the nonprofit private schools.

Must Be Matching of Funds

matching of Federal funds from sour According to the Act there must within the State. For the first 5 ye this is on a dollar-for-dollar basi After 1951 and until 1955, the St must contribute $1.50 for every Feder dollar. After 1955 the matching comes $3 for every dollar from the Fe eral Government. In those States wine the per capita income is less than that the United States, however, the mat ing may be increased proportionately.

All expenditures made on behalf : the program by the sponsor, wheth obtained from private sources through State and local taxes, may ec toward meeting the matching requir ment. Money paid by children for th lunches may also be included. As pa of the matching a reasonable value : be put on donated services and goo except for commodities distributed the Federal Government.

Sponsors of school lunch progra will enter into an agreement with t State agency. The program must operated on a nonprofit basis. T