bunch must be made available to all hildren attending the school regardless of their ability to pay, and without disrimination. The sponsor agrees to erve the minimum nutritional requireents of either the type A, B, or C unch, as defined by the Department of griculture. Food specifications for hese types are the same as they were last ear. As in the past, reimbursement for pcal food purchases will be determined y the type of lunch served, the amount if money spent for food, the number of hildren participating in the program, nd the need of the school for assistance. nsofar as possible, the sponsor also grees to use foods designated by the Department of Agriculture as abundant 'n meeting the requirements of the lunch уре.

This year there are funds available or assisting schools in the purchase of quipment to be used for storing, prearing, and serving food in school lunch ›rograms. The same operating requirenents hold whether assistance is for ood or equipment. There must be aproval from the State agency before aid

information as the number of children served, who pay, as well as those who do not pay for the lunch or receive it at a reduced price, and income and expenditure, including the amount of money spent for abundant foods.

School lunch programs have grown steadily since Federal assistance first began in 1935, even though there has been no assurance from year to year that the Federal Government would continue such aid. Now, with Federal legislation making the program permanent, opportunity is here for expanding it so that more children may benefit from it. We can also expect improvement in already existing programs. The result should be better use of American farm products in furthering the nutrition of American children.

WORK TO BE HAPPY
Included Hallowe'en

IT WAS HEADED, "Work to be Happy." A transmittal letter said in part:

of equipment needed.

In addition to cash reimbursement for ood purchases, schools may obtain oods purchased directly by the Departnent of Agriculture. Sponsors will be notified when these foods are available so that they may request them from the State agency. Likewise, schools that re not receiving cash assistance are ligible to receive these foods.

Cooperating Sponsors

Although the legal sponsor of a school inch program must be the school board r school official, a community group uch as a parent-teacher association or ervice club may act as cooperating Donsor. The legal sponsor and the gency that cooperates jointly agree as the responsibilities each will assume carrying out the terms of the agreeent with the State agency. Since Fedal assistance covers only part of the sts of food and equipment, the local onsors must be responsible for providg supervision, labor, facilities, and all od costs.

The sponsor is required to submit a ief report of operations to the State ency at the same time claim is made r reimbursement. It must give such

of prewar standard; especially when one demands of pupils conduct up to prewar standard, clashes are certain to occur.

"Of course, many a school administrator sneers at standards as old-fash

ioned, and brands as a fool any official who tries to maintain them. I can see how that philosophy might make life more comfortable, by reducing materially the number of arguments and disciplinary cases, but it would also involve, so far as I am concerned, a serious loss of self-respect.

"So far as insistence upon standards goes, I am perfectly willing to be dubbed old-fashioned. I shall continue to demand an honest day's work of every employee; to insist that each pupil treats his superiors with respect and courtesy, that he is careful with school property, and considerate of his fellows, that he does work commensurate with his ability. It has never been clear to me how pupils could possibly profit from associating day by day with teachers or employees who are inefficient, immoral, or who continually shirk and cut corners. I fail to see how we can produce stalwart citizens by allowing pupils to be insubordinate, discourteous, destructive,

inconsiderate, indolent. And, if there is anything America needs today, it is stalwart citizens."

The "Work to be Happy" report was the twenty-seventh annual one of the supervising principal to the Davis Township Board of Education. It was for the 1945-46 school year, and the letter of transmittal quoted above is signed by Edgar M. Finck, supervising principal, Toms River, N. J.

The following section of the report describes an annual occasion which in many communities makes many a "headache"! This school seems to have found a "happy" solution that has worked well and might be adaptable in other communities. The story entitled "Toms River Celebrates Hallowe'en," runs about as follows:

This One Was Different

There had been Hallowe'en celebrations before, but this one was different. Rev. William H. Matthews, Jr., proposed to the Toms River Kiwanis Club that they secure the cooperation of the merchants and of the school authorities to the end that the school pupils decorate shop windows with appropriate paintings, instead of smearing them with soap and grease as had often happened.

It was a good idea and it spread like wildfire. Most of the merchants not

only consented willingly, but contributed $100 worth of merchandise in prizes. The Township Committee contributed $100 more. The two fire companies, who in prewar years had sponsored a costume parade and block dance, agreed to repeat. The school's dance band volunteered music for the dance. Even the all-important weatherman obliged with seven perfect days. Pupils Worked in Teams

Regulations were framed for the contestants, most of whom preferred to work in teams. Three divisions were set up: Hallowe'en, Art, Commercial Pictures. Pupils from grade VI to grade XII competed. Each team went downtown, measured the windows to which it had been assigned and prepared a small scale lay-out in color. These were submitted to the art teachers, Ethel E. Lewis and Margaret Meredith, for approval. All work was done in tempera paint, which offers bright colors and is easily removed with water.

They Worked Like Professionals

Two days before Hallowe'en pupils were dismissed from classes and spent the whole day on the sidewalks. Each group had its complete outfit of paints, brushes, rags, razor blades. The one thing which caused most comment was the seriousness with which these youngsters worked. They had been warned against possible heckling. This proved to be an unnecessary precaution. But they worked steadily anyway, like professionals. It was the complete absence of horseplay which impressed the hundreds of citizens who stopped to watch the pictures grow. Perhaps this interest also warded off damage to our paintings during the night. At least, there was none.

The finished windows surprised us. We were accustomed to excellent art work from our pupils, but these creations exceeded our expectations. There were laudatory comments from many citizens who never step inside the school and who were amazed that pupils could accomplish so much.

Windows Increased

Keen rivalry arose among shop keepers as the work proceeded as to who would have the prize-winning window. A few merchants who had not signed up on the original solicitation implored. the pupils to "Please decorate my window." Many paintings remained in place long after the contest was ended. In fact, we had numerous requests that it be repeated at Thanksgiving and Christmas time.

The paintings were judged by three local citizens, each qualified by artistic training and experience. Not a single complaint was registered at their decisions. Prizes were awarded at the block dance on Hallowe'en night.

Vandalism About Nil

In all, 42 windows were decorated by 100 pupils. To be sure this activity upset school routine rather badly for 3 days. It was worth it. In the first place, the project achieved its aim. Hallowe'en vandalism was less than in many years; it was almost completely abandoned.

The crowd for the parade was the largest the town has ever known. The Kiwanians were justly proud to have

launched a most valuable and successful

project. The members of the fire companies were gratified at the success of the parade and block dance which they arranged and policed. The contestants were gratified to have won so much approbation during their moments in the spotlight, not to mention the prizewinners.

The parents were highly pleased at the achievements and the flattering comments which their children excited. Many of them were on hand to photograph their youngsters at

Dr. E. B. Norton, formerly superintendent of education of Alabama, recently joined the U. S. Office of Education staff as director of the Division of School Administration. (See July 1946 issue of SCHOOL LIFE for announcement of Dr. Norton's appointment.)

work. The merchants grinned; they had cooperated, and had gained valuable advertising at the same time.

The citizens were delighted at the behavior and accomplishments of the school children. The town received a lot of valuable publicity.

It is not often that school and town can combine in a community effort and end up without a single headache or criticism. But the 1945 Hallowe'en Celebration is such an instance. Many Happy Returns!

DO THESE FACTS

SOUND FAMILIAR?

The following item under the heading "Teachers' Salaries-A Few Facts" is lifted verbatim from the very first is

sue of SCHOOL LIFE ever published. was dated "Washington, D. C., Aug 1, 1918."

The cost of living has increas nearly 50 percent since 1913 and proximately one-third since 1916.

Since 1913 wholesale prices have i creased as follows: Food, 85 percen clothing, 106 percent; fuel, 53 percen drugs, 130 percent; home furnishi goods, 75 percent.

If the war continues it may be pected that the cost of living will higher next year and higher still t next. Prices for both skilled and skilled labor have also increased, large numbers of the better teachers our public schools in many cities States have already resigned to e other occupations at salaries or w amounting to from 50 to 200 perce more than they were paid as teacher

As a result, standards of efficiency i the schools are being lowered at a t when it is more important than e before that they should not only not be lowered but should, on the contrary. raised as rapidly as possible. Cor tions which will follow the war will mand a higher standard of generali telligence, industrial efficiency, and e knowledge and virtue than we have attained; and this can be had o through better education.

The country as a whole is interese in this matter no less than the Sta and local communities. The safety the Nation and the welfare of the pe are involved.

Counseling Young Workers

THE U. S. Children's Bureau nounces availability of reprints of article, "Counseling Young Workers by Jane F. Culbert, Vocational A visory Service, New York City, wh was published in the January 1946 iss of The Child.

Psychological tests will be used b the counselor, whether these are give through his own agency or throug other community resources.

Good counseling ordinarily does assume a final answer for a young pe son. Rather, it gives a sense of dire tion and opens possibilities.

Copies of the reprint are availab from U. S. Department of Labor, Chi dren's Bureau, Washington 25, D. C.

Beginning To Serve
More Effectively

THE Division of Secondary Education was organized in August 1945 with a professional staff. of five persons and with Maris M. Proffitt as acting director. The 1946 budget provided for a director and three additional specialists. The director reported for duty on November 30, 1945, two specialists on February 15, 1946, and the third on April 24, 1946. The present staff of nine professional members is as follows:

Galen Jones, director;
Maris M. Proffitt, assistant director
and specialist for general adult and
post-high-school education;
Carl A. Jessen, chief, School Organi-
zation and Supervision;
Walter H. Gaumnitz, specialist for
small and rural high schools;
David Segel, specialist for tests and

measurements;
Roosevelt Basler, chief, Instructional
Problems;

Howard R. Anderson, specialist for

social sciences;

Frank S. Stafford, specialist for health instruction, physical education and athletics; Philip G. Johnson, specialist for sci

ence.

When considered against the ultimate plan of 74 professional positions for the division as portrayed in Commissioner Studebaker's 1944 Annual Report, the staff is a small one. The present personnel, however, represents a remarkable growth from the one full-time specialist in secondary education prior to August 1945. The division is in a position to begin to serve the Nation's secondary schools more effectively than heretofore and it is anticipated that there will be a steady growth toward the larger and needed services in the years immediately ahead. High-School Attendance

The problem of comprehending within the secondary-school program all educable persons of secondary school age constitutes a challenge of the first order. Regardless of the cause, whether

Volume 29, Number 1

it is the lack of availability of schools, of proper and suitable instruction, of economic sufficiency, or any other reason, there has never been more than 73 percent of persons of secondary school age attending high school. This occurred only in the year 1939-40. The peak high-school enrollment occured in the school year 1940-41 when it reached 714 millions. For the graduating class of that year, however, the survival rate for every 1,000 children who had entered the fifth grade, in 1933–34, was 836 in the eighth grade, 792 in the first year of high school, 688 in the second year, 594 in the third year, 512 in the fourth year, and 462 graduates, in 1941.

In another year 1941-42 high-school enrollment dropped 300,000; in 1942-43 it dropped another 300,000; in 1943-44 it dropped 600,000 more. In 1944-45 there was only a negligible further drop. Nevertheless, enrollment at the close of that year was approximately 14 million below the peak enrollment of 194041. While it is recognized that war, with its accompanying high employment opportunities for youth, was the major factor in causing an absolute decrease in high-school enrollment, it is to be borne in mind that in this peak year of high-school enrollment only 46 percent of those pupils who were in the fifth grade graduated from high school, and further, that not all children reached even the fifth grade. A consideration of these figures should give pause to anyone who might boast that we provide through high school free education for all the children of all the people.

One of the crucial problems relating to high-school drop-outs continues to be that of developing varied curricular offerings to meet the needs, interests, and abilities of all youth so that the number who complete high school will approach 100 percent of those who enter. Even though we grant that economic necessity and certain other factors are operative in causing students to leave high school before graduation, we cannot escape the conclusion that the big majority of those who leave. school do so because they do not find

.

activities which sufficiently challenge them, because the learning experiences are not suited to their abilities, and because life inside the school does not seem as real as it does outside the school. This problem is not new, but the necessity for its solution is greater than ever before. All those who are active in the field of secondary education-teachers, administrators, supervisors, educational statesmen-sense a new importance in this persisting problem of curriculum development.

The organization of a modern curriculum and the enrollment of youth of all types and of all degrees of aptitudes will call for a good system of pupil personnel service. This will be needed to discover the strength, weakness, interests, aptitudes, and personal idiosyncracies of the enlarged and heterogeneous student body. For this purpose, psychological tests, observational techniques, rating schemes, and cumulative records should become increasingly useful.

Rural Schools and Public Relations

Until very recently, teachers, principals, and even superintendents of rural schools might have blinked at the suggestion that the backward status and the many seemingly insolvable problems of this numerous member of the American school system was suffering from poor public relations. School teachers and administrators who had thought about the public at all insisted that teaching and running a school is a professional, or at least a technical activity, which the average layman cannot fully understand or appreciate. Moreover, both the school staff and the public regarded education as an academic function, concerned primarily with the business of transferring to pupils the contents of books-an activity best accomplished within the walls of the schoolroom. Besides, was not the public fully represented by the school board? And had not these representatives of the public functioned chiefly as penurious guardians of the public purse and as passers of rules and regulations on what the teachers and their principals may do or may not do?

Happily, some rural leaders and educators concerned with the improvement of rural schools have come to realize the importance of good relations between

these small schools and the public they serve. They have come to see that not only does the community sustain the school, but the school contributes heavily to the economic and social sustenance of the community. Education, they recognize, is a two-way street. In the absence of trained school-public relations officers of the type employed in city school systems-officers who specialize in interpreting the schools, their objectives, techniques, and problems to the public-leaders of rural lay and school groups are increasingly making first-hand studies of the nature and purposes of rural education and are producing guides which will help rural school teachers and principals to do a better school-public relations job.

As an example of the action of rural lay-groups in this regard, we may cite the "Report of the Illinois Agricultural Association School Committee," which resulted from a thoroughgoing study of the rural school problems and policies of that State, not by educators, but by representative farm groups. The Committee consisted of 2 persons selected by leaders of farm bureaus of 15 downState congressional districts and 3 members of the I. A. A. Board of Directors. Drawing upon the experiences and observations of its members, this Committee gathered the basic facts, consulted outstanding educational leaders representing widely differing points of view, and issued a preliminary report as a guide to local farm and civil groups in making similar studies of local conditions. The Committee also urged these local groups to study and discuss tentative recommendations for changes in State-wide policies relating to rural schools and to send in their findings and ideas. These efforts resulted in a final report which was widely recognized as a sound, realistic, and democratically determined guide to the development of a vitalized program of education for rural Illinois. Moreover, it awakened in the rural public an interest and understanding of the rural schools which is already bearing fruit in improving the attitudes, the policies, and the programs relating to rural education.

Despite the fact that educational leaders of New York State have given much attention to ways and means of improving education in rural communi

ties, and achieved much progress, it was recently decided to broaden the foundation of the rural school program by seeking the advice and guidance of rural lay-groups. As a result of this decision, the New York Council on Rural Education was organized. This Council consists of representatives of 14 State-wide farm organizations and educational associations and institutions, the former being in the majority. Moreover, the publisher of a farm magazine serves as president of the Council and as member at large.

This group was charged with making studies of and formulating recommendations for the improvement of rural education, which would be the joint product of both farmers and educators. Under its direction a detailed study was made of rural education facilities and organizations of a typical county. The results were startling, not only in the facts revealed, but in their total impact upon the groups represented upon the Council. Sharing with representatives of the rural school public responsibilities for appraising rural school sibilities for appraising rural school

conditions and the formulation of new policies proved a most effective means of rousing interest in and creating a favorable climate for rural school improvement.

A recognition for the need of better. school public relations in rural communities has recently also resulted in the joint effort of the School Public Relations Association and the U. S. Office of Education to develop a bulletin dealing with this subject. With the cooperation of the president of School Public Relations Association, Commissioner Studebaker appointed the following committee to compile such a bulletin: William McKinley Robinson, director, Department of Rural Life and Education, Western Michigan College of Education; Minter E. Brown, director, Professional Relations, Kansas State Teachers Association; Marvin S. Pittman, president, Georgia Teachers College, Collegeboro, Ga.; B. I. Griffeth, assistant secretary for public relations, Ohio Education Association; Maurice L. Smith, head, Rural Education Department and director, Extension Division, Central Michigan College of Education; Arthur H. Rice, director, Publications and Publicity, Michigan Education Association; and

Otis A. Crosby, president, School Pr lic Relations Association and in chare of Information Service, Detroit Publ Schools. Rall I. Grigsby and Wal H. Gaumnitz of the Office of Educat staff were assigned responsibility fo facilitating the preparation of this pa lication. The completed document w soon be off the press, under the tit Public Relations for Rural and Villa Teachers, Bulletin 1946, No. 17. (Wat for announcement on "U. S. Gover ment Announces" page of SCHOOL LIF in an early issue.)

The major purpose of this bulletin not only to urge the significance of go school public relations in rural con munities, but to give pointers on t"how and why" of achieving such lations. It lays special stress upon th importance of interesting and utilizi:. community groups and resources, c doing a masterful job of teaching, a of training rural school personnel i. the art of building good school publi relations.

New Ways of Earning High-School Credits and Diplomas

The granting of high-school cred for out-of-school experiences and on the basis of examinations is the subject & a new bulletin of the Office (U. S. 0 fice of Education Bulletin 1946, No.7 This bulletin gives a State by State de scription of the regulations and recon mendations of the State departments of education in this area. Most of the pre visions are very recent, stemming fre the impact of the war. However, so of them go back several years.

One new departure is the issuance t State departments of education of hig school diplomas on the basis of exam nations. In most States issuing hig school credentials at the State level th certificates granted are called Stat high-school equivalency certificates of State high-school certificates of gradu tion indicating that the credentials ar of different origin from regular hig school diplomas. For all legal and fe most other purposes such certificate are high-school diplomas. However, for! some purposes such certificates are lin! ited. Some colleges and universities which select students because of their having taken certain subjects in hig

school may not admit students holding such State credentials. These examinations are usually limited to adults except where veterans are concerned. The tests most commonly used are the General Educational Development Tests. The States differ somewhat in the standard to be attained on these tests in order to receive a high-school certificate. The study raises the question of the use of such examinations for youth of highschool age.

A second departure is the new pracices of granting credit in individual high-school subjects on the basis of outof-school experiences. The most notaole is the granting of credit for certain -xperiences in the armed services. Credit for basic training, specialized raining courses, and for courses taken utside the armed forces is being granted. Other experiences which also ring high-school credit in some States re correspondence courses, study in oluntary groups, and individual study.

Examinations are required in the two latter cases to obtain credit.

The provisions regarding State highschool equivalency certificates are in the form of regulations made by State departments. The provisions for the granting of credit by local high schools and the use of examinations for highschool diplomas although in some cases the result of regulation by State departments of education are in the main in the form of recommendations. The practices of individual schools may therefore differ considerably within a State. It is hoped that the Office of Education will be able to follow up this study on the State level with another study having to do with practices of individual high schools. The various methods of granting high-school credit will, no doubt, be evaluated during the next few years by many persons and agencies. The new concept of credit in high school is one which deserves. careful consideration and study.

"Gearing libraries to the new epoch" was the theme of the American Library Association conference held in Buffalo, J. Y., June 17-22, with a total registraon of more than 2,300. At this naonal meeting, the first in 4 years, the articipants discussed many of the postar problems and activities of libraries, ut laid stress upon the urgency of exending adequate library service to the ntire population and upon the full tilization of all existing library reources and materials.

Representative Emily Taft Douglas, ponsor of the public library demonstraon bill pending in the Congress, ointed out at one of the general sessions at libraries are essential agencies in

eping citizens fully informed regard g the issues and problems confronting e Nation. She warned that the atomic omb had created a situation in which is a race between the education of man d the destruction of man. As one eans of accomplishing his education, rs. Douglas recommended the prompt

extension of adequate library facilities to all sections of the country. Presidential Addresses

In his presidential address, Ralph A. Ulveling emphasized the opportunity Ulveling emphasized the opportunity which lies ahead for libraries. He based this opinion on two signal recognitions which have been accorded recently to libraries. "For our armed forces," he stated, "libraries have become a merited requisite in training camps, in battle areas, and in zones of occupation. For our State Department, they have become the buttresses of a friendly diplomacy. In key cities on every continent, American libraries equipped with books devoid of propaganda purposes * * * give substantial promise of becoming the real genius of our foreign representation."

The incoming president of the association, Mary U. Rothrock, stressed the opportunity which libraries will have in helping the people of all nations in their urgent problem of learning how to

*

get along together. This can be accomplished, she declared, "only through the broadest dissemination of information * * *. Not biased or fragmentary information, but interpretations and ideas from the most varied sourcesfrom radio and film, newspapers, magazines, and books * Noting that libraries are only one of the media through which essential information may reach the people, Miss Rothrock declared that the responsibility of libraries is unique, "for they give society the best ground for hope that historical perspective, fulness of information, and differing points of view will form a part of the people's body of knowledge on which rests the security of democratic government."

New and Dramatic Methods

* * *

In addition to extending their services to all sections of the Nation, libraries were called upon to make greater use of all existing media of communication, including the documentary and the information film. Speaking at one of the general sessions, John Grierson, chairman of the Board of International Film Associates declared: "The old library outlook is over and done with The world-wide scale of our problems involves new and highly dramatic methods. We have in radio, in film, in television and traveling exhibits and in the infinitely cheap reproduction of newspapers, paintings, posters, pamphlets, books and wall newspapers, vital new media by which the world can be elucidated and brought to our understanding

* * *. These are matters worthy of librarians' study if they are going to brighten the walls of their libraries and extend their services to include those media of elucidation and revelation which will bring libraries close to the people."

At a later sectional meeting devoted exclusively to use of films by libraries, Mr. Grierson stated that the library was the community agency best suited in his opinion for the dissemination of documentary and informational films, because it reached all classes and ages, and was readily accessible. He declared, however, that if the library did not live up to this opportunity, another social agency would be found for this service.

At a meeting to discuss the practical