1 Includes $2,528,312 in cash and $1,121,390 in services and supplies for rapid treatment facilities and special venereal disease projects. Does not include expenditures of federally operated center in Hot Springs, Arkansas. Includes payment of $537,000 from special appropriation for Alaska disease and sanitation investigation and control. This amount represents $1,093,193 for construction of community facilities in defense areas and $20,223 for industrial waste studies. Excludes $2,500 paid to Interstate Commission on the Potomac River Basin for industrial waste studies. Payment for construction of community facilities in defense areas. Payment for industrial waste studies. • Vermont allotment paid to Vermont Heart Association. Table 5.-Number of nurses employed for public health work in the United States on January 1 of specified years, by type of employing agency Office of Education I. Introduction THE YEAR 1953 was in many respects a landmark year for the Office of Education and for American education generally. With the creation on April 11, 1953, of the U. S. Department of Health, Education, and Welfare, the word "education" has come to appear for the first time in American history as a part of the title of a cabinetlevel department of the Federal Government. A new cabinet Department and a new Secretary have entered the American scene: the Department and the first Secretary-of Health, Education, and Welfare. The true long-range significance of this development-significance for the American people and for the strengthening and improvement of their schools and colleges-is something which must unfold with the years. It is much too early to attempt any definitive evaluation. At the minimum, however, a voice for education at the cabinet level has been achieved, and the problems and opportunities—of American education are assured of sympathetic consideration in the highest councils of the Executive Branch. The year 1953 was significant also as a period of re-examination and re-evaluation. It was a time for stocktaking, and the charting of new directions-in education as in many other areas of human activity. What are the strengths and weaknesses of America's schools and colleges? How can they be strengthened and improved to meet the ever-increasing needs of mid-twentieth century America? Are the educational facilities and practices of earlier years adequate to the demands of the new technology of jet propulsion and nuclear fission? Are we training enough scientific, professional, and technical manpower-and womanpower to meet the challenge of a |