SECONDARY EDUGATION Meeting of Advisory Committee on The Advisory Committee on Secondary Education held its second meeting in Washington Jan. 13 and 14, 1947. All members were present. Following is the membership: Bertie Backus, Principal, Alice Deal Junior Roy L. Butterfield, Principal, Benjamin and State Supervisor of Vocational Education, Trenton, N. J. John J. Seidel, Assistant State Superintendent for Vocational Education, Baltimore, Md. Other major subjects under discussion at the meeting of the Advisory Committee on Secondary Education were guidance, the Prosser Resolution, prevention of juvenile delinquency, citizenship education, and programs of action. A report on the activities of the staff of the Division of Secondary Education following the first meeting of the Committee in May 1946 was given by Director Galen Jones. It is expected that the third meeting of the Advisory Committee will take Harl R. Douglass, University of Colorado, place May 19, 20, and 21. Boulder, Colo. D. H. Eikenberry, Ohio State University, Columbus, Ohio. Paul E. Elicker, Executive Secretary, National Association of Secondary School Principals, Washington, D. C. Will French, Teachers College, Columbia University, New York, N. Y. E. D. Grizzell, University of Pennsylvania, Philadelphia, Pa. Earl Hutchinson, Director of Secondary Education, State Department of Education, Augusta, Maine. Rev. M. J. McKeough, Department of Education, The Catholic University of America, Washington, D. C. Lloyd N. Morrisett, University of California, Los Angeles, Calif. Francis T. Spaulding, State Education Department, Albany, N. Y. A feature of the meeting was a joint session with the members of a committee of the National Council of Chief State School Officers who were in Washington at this time for consideration of Vocational education plans under the George-Barden Act. Thus there was afforded a good opportunlity for discussion of the relationships of vocational education to secondary education in general. The members of the National Council Committee were: Clyde A. Erwin, State Superintendent of Public Instruction, Raleigh, N. C. Edgar Fuller, State Commissioner of Education, Concord, N. H. Dean M. Schweickhard, State Commissioner of Education, St. Paul, Minn. R. E. Cammack, State Director of Vocational Education, Montgomery, Ala. John A. McCarthy, Assistant Commissioner Industrial Arts Instruction in Aviation We often hear statements that this is the "air age" and that people are "air minded." These popular statements are meant to convey the thought that aviation is coming into the consciousness of all. There are definite reasons for this consciousness regarding aviation. Unlike methods of large-scale transportation previously developed, aviation is not confined to lines of travel over man-made roads and natural waterways. Under such conditions there was not opportunity for vehicles of transportation quickly to become a familiar sight to all. Many children in mountain regions and other sparselysettled regions grew to adulthood without having seen a train, and many others remote from navigable waters never saw commercial watercraft. All Children See Planes Such is not the case with aviation. The fact that airplanes fly over mountains, lakes, deserts, and from one place to another regardless of the terrain under them provides an opportunity for practically all boys and girls to see and hear airplanes in flight. When children see planes operated by men rise and soar through the air seemingly in defiance of gravity, they are stimulated to think, to imagine, to long for something; in short, to have a "want," which is the motivating force for any change or modification in the individual. Today small children play with toy airplanes with as much understanding as children ever did with trains and boats. As they grow older they become interested in paper cut-outs of planes, in assembling ready-made parts, and in constructing small, simple models. As they advance through the grades they show keen interest in the construction of models that include more detailed parts-flying models, scale models, and gliders, perhaps. These understandings bring them face to face with problems in science to condition the construction of flying models of planes and of gliders that will take the air. Under such conditions as here described the stage is set for a highly favorable learning-teaching situation on all educational levels in an important field of human experience. Because of these facts opportunities for suitable school experience in aviation as a part of handwork in the lower levels and of industrial arts work in the upper levels are demanded both by pupils and by those who plan the school program in accordance with principles of curriculum building. Two Aviation Books for Schools In line with this interest the New York State Education Department, Bureau of Industrial and Technical Education, Industrial Arts Office, through its junior aviation staff has prepared two publications under the direction of Industrial Arts Supervisors Roy G. Fales and Arthur F. Ahr. One of these is on the subject of Junior Aviation for Beginners and the other on Junior Aviation Aerodynamics. These two publications make an important contribution to the literature on aviation in the public schools. Things for Beginners To Try In the preface to Junior Aviation for Beginners it is stated that "the study of aviation begins in many ways; sometimes it comes through the observation of aircraft in action, sometimes it is stimulated by pictures, reading or discussion, or the construction and flying of small model airplanes. Children are quick to purchase paper, cardboard. or wooden model airplanes which come in kit form or to assemble odd pieces of material into the form of an airplane. The age in which children are living induces them to think, study, read about, and observe the activities of the aviation industry and transportation lines. Teachers are recognizing the interest children have in aviation. Many are taking advantage of this interest and are including aviation activities in the regular classroom work in arithmetic, English, social studies, science, art and industrial arts." The publication, composed of sections "Aviation Activities for Little Folks," "Airplanes Made of Wood," "Airplanes That Fly," and "Group Activities in Aviation," is illustrated throughout with drawings, patterns, and photographs. The publication is a thorough and painstaking piece of work that should help teachers to organize and develop desirable pupil experiences for beginning work in aviation. How Airplanes Can Fly The other publication is entitled Jun MARIS M. PROFFITT RETIRES With a record of more than two decades of service with the U. S. Office of Education, Maris M. Proffitt recently retired from his position as assistant director of the Division of Secondary Education. Shortly after his retirement, Dr. Proffitt was invited by Dr. George F. Zook, president of the American Council on Education, to explore the recency and adequacy of the information now available to American students concerning university education abroad. With the growing interest in student and faculty exchanges, and with the widening horizons of the political, social, and economic outlook of American scholarship, this field of investigation should bring valuable results. Along with other leaders in industrial education, Dr. Proffitt was instrumental, through his work in the Office of Education, in developing the theories now generally accepted concerning the place of industrial arts in the schools of America. His far-reaching contributions along these lines were based upon familiarity with the underlying con sons." Under "Projects" are treated: Wind tunnel and balance; Smoke generators; Angle of attack protractors; Bernoulli's law demonstration devices; Lift and drag testing models; Solid airfoil model; Ribbed airfoil model; Air flow testing devices; Venturi tube demonstrator; Manometer tube airfoil model; Airspeed indicators; Slot, flap and spoiler airfoil model; Airplane axes demonstration model; Propeller demonstration model; Control surface demonstration model; Flight trainer. In the second section are included among other topics such significant subjects as Forces and vectors, Physical characteristics of air, Impact pressure and lift, Airfoil camber and lift, How to plot airfoils, Air speed and its effect on lift, High lift devices, Coefficient of lift and drag, Thrust and the propeller, Stability, Loads and stresses, Controls and flight. The publication is replete with illustrations, drawings, and simply stated information necessary for carrying out the projects and demonstrations. editions during the 10 years since its first distribution. He has been the author of a number of other Office of Education publications and articles. Dr. Proffitt came to the Office of Education in 1925, as specialist in industrial education. Then he was appointed successively as educational consultant in 1931, chief of the Instructional Division in 1944, and acting director, then assistant director, in 1945, of the newly-established Division of Secondary Education. Dr. Proffitt received his early experience in Indiana, where he was born. and reared, and where he began his professional career as teacher and principal in the high schools. Subsequently, he served in the David Ranken Jr. School of Mechanical Trades, St. Louis, and the Dunwoody Industrial Institute, Minneapolis. For six years beginning in 1919, he served first as professor of psychology and industrial education at the University of Maryland, and then as State supervisor of industrial education. Dr. Proffitt holds a Ph.B. degree from Franklin College, an M. A. from the University of Chicago, and the Ph. D. from American University. INTERNATIONAL EDUCATIONAL RELATIONS Training Program for the Other American Republics by Thomas E. Cotner, Educationist, As in previous years, the U. S. Office of Education, in cooperation with the Department of State, is again planning to offer several teacher-training grants to selected teachers of English in certain of the other American Republics. For 1947, 23 teachers of English on the secondary school level will be invited to come to the United States for special training in the teaching of English as a foreign language from the following countries and in the following numbers: (1) That these teachers be full-time, experienced teachers of English whose principal, professional interest is in the field of education. (2) That they be truly representative of the best citizenship of their country and feel a responsibility for interpreting their country and people, their life and customs to United States' students and teachers. (3). That they plan to return to a teaching position in their country, in which they will work toward the improvement of the teaching of English and the broadening of their people's knowledge of the United States. (4) That they possess not only a pleasing personality and appearance but also an interest in improving instruction in Spanish, Portuguese, or French, as the case may be, in this country. (5) That they be not already familiar with the United States through previous residence or study here. (6) That they be between 21 and 40 years of age and, if married, that they travel without members of their family, which would permit them to give undivided attention to the activities of the program. These grants provide both travel and a limited maintenance allowance for those selected. The allowance includes round-trip transportation by air from the teacher's home to the port of entry in the United States. Transportation is also provided from the port of entry to Washington, D. C., and to such places as may be designated within the United States, to be visited in connection with this training program. In addition to travel, a monthly maintenance allowance of one hundred and eighty dollars per month is granted. While in actual travel status, an additional per diem of six dollars is allowed. All such travel, of course, is subject to the Standardized Government Travel Regulations of the United States. The fellowships extend for a period of 3 months. Twenty-three teachers from the several American Republics arrived March 1. They were divided into two groups. One group proceeded to the University of Pennsylvania for 6 weeks of intensive study in English, with special lectures on significant aspects of our history, culture and civilization. The other group is attending Indiana University for similar work. Last year the facilities and staff of the University of Texas and the University of Florida were utilized with excellent results. Both the universities concerned and the teachers expressed satisfaction with the success of the program.. our After completing the period of intensive study, the teachers will be sent to different high schools and colleges in various parts of the United States which have indicated an interest in Latin American studies and a desire to receive a visiting teacher from one of neighboring Republics. Hostteachers are selected to assist these visitors in many ways. In the schools, the visiting teachers assist our teachers. of Spanish, Portuguese or French as the case may be. They also visit classes in English, history, music, art, manual arts and other fields in which they may be interested, for the purpose of observing our teaching procedures and methods. These teachers usually bring such items as pictures, recordings, music, stamp collections, small flags, poetry, coin samples, native costumes and similar materials which can be useful in making speeches, in teaching and in giving a more meaningful interpretation of the life and customs of their countries. In the past, the guests have often been called upon to speak before various civic clubs, in school assemblies and even on local radio programs. Some of the comments made by last year's visiting teachers about their work and experiences may be of interest. In a report made by Mr. Rafael Herrera Fernández of Venezuela, he said: "The second half of our work, that part dedicated to the teaching of Spanish and Latin American culture, was of great personal profit to me. During my stay in Union, N. J., I was able to observe at close range how the teaching and learning processes work when our own language is the subject of study. I was both surprised and pleased to see how well most of the pupils in the Spanish sections understood my own type of speech from the first day. Perhaps the only adjustment I made in my diction was that of speed, and this only in the beginning. . . The pupil's interest in matters pertaining to Latin America is unlimited. This is true, not only of the high school students, but also of those in the six or seven grammar schools I visited in Union Township.” Mrs. Palmira Vásquez de Areco from Uruguay observed that "our teachers in Montevideo are trying hard to do their best." "I found the teachers here trying to do their very best for the young people under their care. This common aim brings us together." Mrs. Haydee de López Arias from Argentina remarked that: "In the Utica Free Academy, containing four years of high school and about two thousand five hundred students, I visited English, history, music, and Spanish classes. I spoke to the boys and girls in the classrooms and in assembly. I found the students very interested in South America and I answered many questions relating to my country, especially in regard to education, activities and ambitions of the young people of their age. Many expressed a desire to correspond with the students in Buenos Aires. The management and speed of the letters were arranged by my husband who has been cooperating all the time in this work of better understanding between the two countries." Speaking about the language barrier, Mr. Albert Hernán Garnier of Costa Rica stated: "Languages must not be a barrier to keep people from knowing more of their neighbors and friends. Languages are easily acquired to be able to understand other people, and understanding is knowing, and let me say it again, the better you know people the better you like them. It is up to us, the teachers of English in Latin America, and the teachers of Spanish in the United States to promote this feeling of plain good will between the people of Latin America and the people of the United States." In relation to the work of the group sent to the University of Texas for the first 6 weeks of study, Mr. Norberto Hernández Ortega of Mexico said: "From the scientific standpoint, I wish to state that our course at the University of Texas was very beneficial to us, as we learned new things and got acquainted with the advancement that science has made. In regard to the course in spoken English, I declare it was simply wonderful. In this course, I learned something very useful: The International Association Phonetic Alphabet. This is a great help in transcribing the real phonetics of the words of any language without resorting to diacritical signs which are not always accurate. We had intensive drilling in pronunciation and in phonetic transcription which will enable me to make my lessons in Mexico City very very interesting." Miss Amanda Eslaimen from Cuba was one of the group which attended the University of Florida. Speaking of her work there, she observed: "The courses offered us, I consider most important. Though I thought they were wonderful from the first, I fully realized their importance later on when I could now and again recall all the things we had heard and learned from our teachers. This helped us to understand better the people we were coming in contact with and to be better fitted to live in and adapt ourselves to our new environment. Our course in literature bringing forth the characteristics of the American people as illustrated in their literary works was, in my estimation, fundamental in our training. The lecturers we heard on American folklore, history, music and art held our constant interest and admiration." From these brief comments, some insight into the two-way aspect of this teacher-training program has no doubt been gained. We are teaching and training; we are studying and learning together. This is education for peace. University of London to Hold A Holiday Course in English for Foreign Students will be held by the University of London from July 18 to August 15. Students will be divided into two groups, Group I and Group II. Group II will be of special interest to American students. The five lectures each week in this group will form a connected series as follows: First week-The Dominions and India: Canada by a Canadian; Australia by an Australian; New Zealand by a New Zealander; South Africa by a South African; India by an Indian. Second week-English Sports and Games. Third week-Great Britain and Ireland. Fourth week-Shakespeare, three lectures; and the Novel, two lectures. Students may attend for the whole four weeks or just the first two or last two weeks. Since only a limited number of students can be accommodated, preference will be given to those wishing to attend the full four-week course, it is announced. Inquiries should be sent to: HoliMural Studies, University of London, day Course, Department of ExtraImperial Institute Road, South Kensington, London, S. W. 7, England. Correspondence With German or Austrian Youth Students, teachers, adults who are interested in writing to German or Austrian students are urged to write the Division of International Educational Relations, U. S. Office of Education, for names and addresses. Age and particular interests should be stated in order that a congenial pen pal may be found. The correspondence may be carried on in English or in German. Bulletin Board-Theses (From page 15) Factors of Parental Assistance and Cooperation Affecting the Establishment of Sons in Farming and Other Occupations. By Erwin R. Draheim. Doctor's, 1941. Cornell University. 211 p. ms. Seeks to discover the extent to which a group of young men, who have had four years' training in vocational agriculture in high school, have become established in farming or other occupations 10 years after completion of the four-year training program. Interpretative Science in Teaching Vocational Agriculture. By Ernest F. Hubbard. Master's, 1944. North Carolina State College. 40 p. Assembles and organizes scientific information designed to explain and interpret farm practices and phenomena which may be observed on a farm. Develops a representative instructional unit to illustrate the use of interpretative science in teaching vocational agriculture. PARENT EDUCATION THROUGH THE PLAY group as a method in par- "IF CTF WE could only see the theories of bringing up children put into practice!" says a mother of a 3-year-old. "It's one thing for a parent to know what he should do when Johnny misbehaves, but it is quite another matter to do it." This mother voices the feeling of many bewildered parents who are searching for answers to their questions in the current literature on child development or attending discussion groups organized as a part of the school's parent-education program. It isn't enough to talk and read about children under the guidance of a specialist in this field. As learners, they seek actual practice in the art of applying their knowledge at home to become successful parents. To discharge their responsibilities as teachers in the home, parents should have more than the usual reading or discussion course. They need to observe children, to become acquainted with other children than their own, to understand how they differ, to get a perspective on the gradual and sharp spurts of growth, to learn to enjoy their children, and to understand what determines their behavior. Some parent-education leaders have learned to take their cues from parents, developing the program of offerings along the avenues where parents indicate they need help. A plan which has been developed by a number of parent-education programs with considerable success combines a children's play group with a discussion group for parents. Where it has been tried mothers and fathers are eager to avail themselves of the opportunity afforded both selves of the opportunity afforded both to them and to their children. The plan has value in that it meets two basic requirements of learning. First it helps parents formulate a philosophy concern ing human relationships and family living. Secondly, it provides practical everyday behavior situations in which to test their philosophy and to translate it into action. Principles of Child Development The play group as a center for children does not differ markedly from a nursery school. Children have an experience in group living under the guidance of a trained leader. The group usually meets one morning or several a week. The plan has possibilities for reaching many parents who desire a nursery school for their children but who are unable to secure one with the limited number of good schools now operating. From the parents' point of view, the play group, with the discussion group for them, is geared to their special needs. It affords ample opportunity to see the principles of child development demonstrated, and parents, in addition, have a chance to participate in the role of assistants to the teacher. Until nursery schools are more extensively developed throughout the country, this type of service for parents and children suggests a solution to the problem many schools now face as to how meet the increasing demand from parents of children under six for more educational opportunities. There is a challenge to schools to make available a broad functional program that is parent-centered and in which parents' problems are studied. Several parent-education specialists in city-school systems have made fine con tributions in demonstrating new approaches in work with parents. Three descriptive reports on the programs in public schools developed for guided observation and participation of parents in a play group with a discussion group as a follow-up device to clarify thinking and improve practice suggest the possibilities of this plan of parent education work. Seattle Public Schools Cooperative Play Groups and Family Life Education The development of cooperative play groups is considered by the par ent-education consultant as the most outstanding and unique contribution of Seattle's Family Life Education program. "One of the main goals of the program has been to spread insights and understandings that would strengthen and enrich family living in Seattle's homes and insure the wholesome personality development of its children." This objective has been accomplished largely through the cooperative play-group movement which has been of fourfold value, providing wholesome educational experiences for preschool children; vital educational experiences for parents; improved home-school relations; and community orientation to child needs.1 "Cooperative play groups organized and directed by parents for their own children under the guidance of specialists in child development are of unique and concentrated value both to the children and to the parents. Since good nursery schools are still not available to most families, it is only by cooperating with other parents that satisfactory group education can be provided." The Seattle plan of cooperative play Life Education is as follows:2 “A groups under the program of Family basic course called Guiding Children's Play is provided by the Seattle Board of Education. A group of 15 to 20 mothers of children between 2 and 5 years old select one of their number 1 Report of Seattle Family Life Education Program, 1945-46. 2 Parent Growth Through Cooperative Play Groups. Katherine W. Taylor. In Marriage and Family Living, Vol. 8, No. 3, 1946, pp. 61-63. |