hese plans, however, provide inadequate retirement incomes and should

e

greatly strengthened. Restrictions

gainst out-of-State and married vomen teachers, although broken down

omewhat during the emergency, still

persist in thousands of school systems. Teacher-tenure provisions have been trengthened somewhat but the typical

eacher still faces an annual threat of lismissal. The lack of inexpensive, efective, centralized public teacher-placenent services is still a painful one. More important than many of these Feeds, however, is the expression, both n material and human terms, of a more avorable public attitude toward teachng as a profession. This would go far oward holding many idealistic teachrs who enter the profession because hey wish to participate in a fine type f public service.

There is growing evidence that the trenuous wartime efforts which kept he public fairly well sensitized to the eeds of the schools have been prenaturely relaxed. There is a long and rduous campaign yet to win.

Traveling Art Exhibits

A unique service to rural Nebraskans hrough traveling art exhibits is proided cooperatively by the State Uniersity's School of Fine Arts and Exension Division. The idea was origiated by Nellie May Schlee Vance, Diector of Art in Extension.

The plan consists of lending an exibit which contains six mounted fullolor prints of famous paintings and wo framed original works to the county uperintendent of schools. The supertendent calls a meeting of all the rural eachers, at which the exhibit is preented and its use explained. Each hool in the county may have the exibit on display for a week before passng it on to the next school on the list. he pictures are packed into a light, trong case for transportation.

An attempt is made in these rural aveling art galleries to show children at scenes with which they are familiar

re subjects fit for painting. Therefore, he originals sent out with the exhibits re by Nebraska artists showing Neraska scenes, the report states.

relation to its organization within

pervision and Curriculum Development of the National Education Association, held recently in St. Louis, had for its general theme the "Setting of Our Instructional Sights." These "Instructional Sights" were viewed through wartime experiences of the schools and of the armed services. Attention was continually drawn to the need, on the one hand, for increasing cooperative efforts of instructional and administrative staffs to supply the guidance needed by children and youth and, on the other hand, for a deepening appreciation of our relationships to the people of other countries as a means of understanding issues which affect the whole world community. The emphasis both upon the adjustment of school programs to the growth needs of children and upon the responsibilities of educational leaders for helping to develop a world in which all peoples may have improved opportunities for better living, were directed toward building a peaceful and united world.

In his opening address on "The Emerging Social Setting for Education," Dr. Goodwin Watson provided a keynote to give direction to discussion groups and general meetings which followed. He reviewed the changes which have occurred in our governmental and economic structure, in sciences and technology, in human values and quality of social thinking and indicated that the speed with which we have moved ahead almost makes our present conception of curricula outmoded.

In the light of these changes the schools today need to teach more about the way in which government functions, to be more concerned with the development of moral values than material production as we have in the past, and to realize that the survival of our own civilization depends in a large degree upon the values we place upon human beings.

Attention to Study and Guidance

of Youth

Other general sessions centered attention upon curriculum development in

and to a consideration of children's needs. In each of the groups the study and guidance of the growth and development of children and youth received first attention. Closely related to this major responsibility, were reports of group-sharing of experiences, resources, and personnel for curriculum programs at State, area, and local levels; of the stimulation of leadership in studying school problems; and of the discovery and use of special talents among teach

ers.

Emphasis was given to the organization of schools on a continuous promotion basis in contrast to separate school grades, as better suited to a curriculum designed to meet, children's needs. Discussions also included the use in curriculum building of parents' contributions and of survey reports of opinions expressed by men in the armed services which throw into relief many of the problems our democracy faces and result in such questions as, "Can we live in isolation from other countries?," "What are the issues involved in building the peace?," "How can they be clarified for school use?" Recognition was given to individual patterns and rates of learning among boys and girls to which teaching techniques need to be adapted.

Participation of the audience in these general programs was made possible by the collection of written questions and by referral of them to speakers and to panel members serving to help clarify issues. A somewhat similar procedure was followed in the group discussions, which were organized around varied aspects of supervisory procedures and curriculum construction. A chairman and several discussants brought before. each group such issues in relation to the topic presented as they had found challenging and practical. Opportunity was provided for questions and contributions from the members.

Topics for these group discussions presented many aspects of the basic problem-for example, discussions of curriculum planning included those at

regional, State, city, and community levels, and also for college and highschool students. Special aspects of curriculum development centered upon human relations, international understanding, modern facilities for a modern curriculum, contributions of the library to a modern school program, equipping future teachers for the modern curriculum, and a curriculum for this scientific age. It is expected that summaries for many of these discussions will be made available later to Association members.

Meetings of Standing Committees

One of the most vital parts of the Association's program was the series of meetings of standing committees held prior to the 2-day discussion and general sessions. They were open to all members. A listing of some of these committees indicates the nature of the total program of the Association aside from the work of the Board of Advisory Editors for the periodical, Educational Leadership. Among the committee meetings held were those for the Editorial Board of Building America, which is sponsored by the Association, the Legislative Committee which has been responsible for the "Listening Post," which appears each month in Educational Leadership, and the Committee on Interpreting Children and Youth Through Films-a joint project. with the Association for Childhood Education and the National Association of Supervisors of Student Teachers, which has resulted in a classified and

descriptive directory of films related to children's growth and development. Several other committees which met are responsible for research reviews and studies of school administration.

Throughout the conference appreciation was expressed by the five hundred or more members in attendance, who represented all parts of the country, for this first postwar professional meeting, and for the return of opportunity to exchange ideas with others having special interest in the improvement of supervisory services, of instruction, and of curriculum. Many "before and after meeting" discussions referred to the challenge included in Dr. Harold Hand's report of soldiers' opinions on what precipitated the war. Especially was this true in the reference to our comfort and belief in our security which tends to keep thought in the status quo in contrast to the vital need of projecting thinking and action into the conditions which are "wasting the victory instead of building a constructive, forward looking peace."

Officers of the Executive Committee elected for 1946-1947 include Bess elected for 1946-1947 include Bess Goodykoontz, president; Gordon Mackenzie, first vice president; Paul Misner, second vice president; James Hosic, field secretary. Continuing members are Edgar M. Draper and R. Lee Thomas. The new board member is Mary A. Haddow. These officers and board members met following the conference to map plans for the coming year's pro

gram.

conference of the Associa

tion of State Directors of Elementary Education was held in St. Louis just prior to the recent meeting of the Association for Supervision and Curriculum Development. Twenty-six States and the District of Columbia were represented by a group of 40 State directors and members of the staff of the U.S. Office of Education.

School Visiting and Group Discussion

Following the successful experience of previous conferences, the first day was devoted to school visiting and group discussion of the class work ob

served. Through the helpful cooperation of Dr. William N. Sellman, St. Louis Louis Assistant Superintendent of Schools, arrangements for the school visits were made with the principals of the two schools selected for observation-the Jackson School, Jennie Wahlert, Principal; and the ClintonPeabody School, Stephen L. Pitcher, Principal.

Two visiting groups of State directors alternated between the morning and afternoon sessions of the two schools, and each group was entertained at lunch in the cafeteria of the school

visited during the morning. B groups met in the afternoon at th Jackson School for a final discussi and appraisal of the day's experiences with principals and some staff member present. Both schools are located underprivileged sections of the c Children at the Jackson School re resented many many nationalities. T spend at least 1 year with the sa teacher and a number of the classes. of the slow-moving type. Because t of the children continue into h school, the teachers provide lear situations in keeping with both the eral maturity of the boys and girls: their levels of achievement. The s ations observed included science, m art, reading, gardening, and gere school services such as management the school lunch program.

The Clinton-Peabody School, the largest in the city with a ment of 1,700 pupils, is located. Federal family housing project. T staff was especially interested in ay gram of improvement in reading sk in the rotation of teachers between k

dergarten and first grade, in the ed:: tional use of the school library ar lunchroom, in boys' choirs, and in sche uled programs of selected moving p tures adapted to the interests of dif ent age levels.

Members of the visiting group pressed interest in the types of act ties included in the school prog which were adapted to the needs of the children enrolled. Especially ar ated was the cordial hospitalit ed to the visitors by the boys and girls. as well as by the teaching staffs ani t' principals.

State Problems and Programs

The conference on the second dayTM opened under the chairmanship of president of the Association, He Heffernan, Chief of the Elementary vision of the California State Dep ment of Education, with brief rep of State problems and programs f: each person in attendance. Inclu were reports on changes in school leg lation, new appropriations for spe and general services, adjustments int preservice education of teachers, pub ity programs, workshops, current e phases in curriculum construction, g in developing cooperative relationshi

The following recommendations, prepared at the suggestion of the group, were approved.

Size of Elementary Classes. It is the opinion of the Association of State Directors of Elementary Education that effective teaching in the elementary . school must be based on children's needs and abilities, and directed toward physical, mental, social, and emotional growth. Scientific guidance of children depends on thorough acquaintance with. each child and adjustment to his needs. This is impossible with large groups. Because of the welfare of children as well as the health and efficiency of the teacher, we recommend that groups be limited to approximately 25 in kindergarten and grades 1-8, with a decreasing number of children in groups of younger children.

Clerical Help for the Elementary Principal.-The Association of State Directors of Elementary Education, recognizing the need of releasing professional personnel for professional service, recommends and urges the employment of a qualified full-time clerk to serve in the office of each elementary school principal whose school enrolls 300 or more pupils. For schools whose enrollment numbers 800 children, two qualified full-time clerks should be provided.

Recruitment of Teachers.-The Association of State Directors of Elementary Education recognizes the continuous professional education of teachers as a critical function of State departments of education, in cooperation with institutions of higher education, and the public schools. Recruitment looms large as an immediate problem in professional education. The improvement of the status of the teacher is the first

SCHOOL LIFE, June 1946

incentive to be used in any program of recruitment of future teachers. The status of the teacher in American society, including social acceptance, desirable living and working conditions, and salaries should be comparable to that of any other profession. State departments of education, teachertraining institutions, and local leadership must coordinate their efforts to secure and train capable teachers for service, and must make it possible for teachers to grow in service. It is proposed that a committee of this Association direct attention to the problem of securing a sufficient supply of teachers qualified to meet the challenge of educating some 21,000,000, young Americans of elementary school age.

Terminology. Since an increasing number of terms is being used to denote school programs for children under the age of six, due both to the general growth of interest in the education of young children and to the many wartime programs developed, it is hereby resolved that this Association recommend: (1) that the period of child growth and development from 2 to 8 years of age be considered as a unit for guidance and instruction; (2) that only such terms be used for schools for children under the age of six as imply an educational program suitable for this age level, and as suggest the initial unit of primary or elementary school; (3) that such terms as preschool, junior primary, "little B-1s", pre-first grade or other hyphenated terms suggesting a modified program designed for older children, be discarded as inappropriate; and (4) that further discussion of terms suitable for this age level be included in subsequent meetings of this Association.

Children Below Six.-The Association of State Directors of Elementary Education recognizes the importance of extending educational services to children below the age of six. The Association recommends that all States direct attention to an analysis of the educational services appropriate to the fullest development of young children. The Association considers this problem of such profound significance that it proposes to carry on a continuing study designed to establish coordinated principles and a program of action designed to accelerate social progress by liberal

provision for the publicly-supported education of young children throughout the United States.

Educators have an obligation to exert continuously their efforts and leadership toward the improvement of educational opportunities for young children. Greater efforts should be bent upon interpreting the values and the importance of educational programs for children under eight years of age and their parents.

This Association therefore recommends that State elementary supervisors consider public relations to be one of their major functions and that they give leadership in developing a better understanding on the part of parents and the public regarding the needs of young children and the essentials of a school program which contributes to their best development.

Many avenues may be useful toward this end. It is suggested that various media, such as radio, films, demonstrations, exhibits, meetings, and publications be utilized as channels for interpreting children to lay and professional

groups.

School Plant and Equipment.—The Association of State Directors of Elementary Education recognizes that every State will be confronted with the problem of building and equipping elementary schools. If such plants are not to be stereotyped monuments to outmoded educational purposes and practices, States should direct attention to the problem of functional planning of the school plant and its equipment. The Association proposes to establish a continuing committee to bring together descriptions of best practices in providing facilities conducive to the implementation of a forward-looking elementary school program.

New Officers

Officers elected for the coming year included: chairman, R. Lee Thomas of Tennessee; vice chairman, Jennie Campbell of Utah; secretary, Helen K. Mackintosh, U. S. Office of Education. A program of studies was planned for the coming year by the new officers in cooperation with the U. S. Office of Education, and arrangements made for detailed report of the 1946 conference to be prepared and sent to the directors of elementary education in all States.

9

Public Library Survey

A Nation-wide collection of basic public library data by the U. S. Office of Education, designed to include all public libraries and to cover the 1945 fiscal year, has been under way since last June. Report forms have been sent to 7,600 public libraries in continental United States and outlying parts. The public library mailing list used in this survey in the Office of Education has been currently revised in accord with information from the State library agencies.

In 32 States this national collection of public library data has been facilitated by the chief State library officers, who have distributed the report forms to local libraries, collected the returns, and reviewed them before sending them to the Office of Education. In the remaining States, at the instance of the State library agencies, report blanks have been sent directly to and returned from local libraries. Several State library agencies have sent in reports from nearly all the public libraries in their areas. Others have found it necessary to hold the reports for revision by the local librarians before sending them to the Office. By April 1, 1946, approximately 3,500 reports were received from public libraries by the Office of Educa

tion.

Wide variation in the fiscal year of public libraries throughout the United States has resulted in a steady flow of reports since the beginning of the project. Each report is edited in the Office of Education and doubtful data are verified, when necessary, by correspond

ence. In order that the tabulation and

interpretation of the statistics reported may be completed for publication as soon as possible, it is hoped that public librarians who have not yet sent in their reports will do so promptly. Federal and State governmental agencies, social planners, and others make continual use of library statistics collected and published by the Office of Education.

Demonstrations of Public

Library Service

"Books have become a necessity in an unstable world and we cannot afford to

deny large numbers of our people the chance for this basic means of education," said the Hon. Emily Taft Douglas of Illinois, introducing in the House of Representatives on March 12, 1946, a bill providing for demonstrations of public library service in communities. now unserved.

Pointing out that cities are repopulated from the country, and that "the quality of urban citizenry is therefore dependent on the quality of the whole country," Mrs. Douglas stressed the need for equalizing educational opportunities throughout the Nation by means of more extensive rural library service.

"The scope of a country school is meager if the students cannot supplement their reading beyond one or more basic texts," said Mrs. Douglas, whose remarks appeared in the Congressional Record. "Adult education," she added, "similarly becomes impossible without recourse to books. The wide-awake citizen is crippled in the pursuit of his interest if he cannot check his own experience against that of others, whether that interest lies in farming, health, child care, canning, vocational guidance, science, or politics. In a country where we, the people, are the Government, it is necessary that there should be authoritative information available

throughout every section of the land.”

Getting Best Results From
Libraries

best results from our libraries? Mo money is spent in the libraries than i other parts of the school program. W are not getting our money's worth. Th books and materials are there, but the are not being used."

It was agreed that the services f trained elementary school libraria could do much to improve the situatio Other factors stressed were: (1) Know edge of the library's resources by teat ers; (2) information regarding the u of the library by pupils in relation interests and needs; and (3) attent to book selection for each individ.. child.

"The Union Librarian" For the information and conve ence of trade-unions, the Boston Pu Library issues bimonthly The U Librarian in letter-size, mimeogge format.

A recent number of The Librarian, compiled by a staff mene in charge of work with trade-unions. devoted to announcements of radio pr grams of interest to labor, the offering of a local labor school, and a partial Es of exhibitions and lectures at the central library. Attention of trade-unions is called to "significant magazine art cles at the library" and to “books re cently added to the union deposit o lection" of Boston Public Library.

Suggested copy for trade-union. letins is included in The Union Libr ian in the form of brief reviews of rent books on labor-management iences and trends. Specific titles are suggested by the library as aids in en lective bargaining.

System

"Of just what value is the public i brary?" asks the librarian of Buffe Public Library, in its Forty-ni Annual Report.

More extensive use of the elementary school library was the subject considered Integral Part of the Education recently by the faculties of the Salisbury City Schools and the Rowan County Schools in Salisbury, N. C. The 2-day conference was devoted to plans for developing a more extensive use of children's literature and general library usage among children in the lower grades. Participating in the discussions was Nora E. Beust, specialist in libraries for children and young people, U. S. Office of Education.

Among the problems brought to the conference by the teachers of the school that created a lively discussion was: "In what ways can we as teachers get the

Asserting that the public library "an integral part of the system of el cation," the librarian points to the p allel development of community scho and libraries in the United States di ing past decades. He recognizes as major function of the public school s sisting students to read with unde (Turn to page 27)