& V. Supervisors serve as guides in coperative planning. planning. Teachers and rincipals have many common probms, the solution to which they must eek together. It may be, for example, hat the teachers in a county want to Fork together to improve health. The upervisor as a consultant helps teachrs to organize themselves so that the ooperative processes can function well. As she works with people, she is contantly aware of the following facts: Every individual's contribution is worthy of respect; there must be faith in the intelligence of the people involved o work out their own solutions; everyody has a right and an obligation to hare in the responsibilities and correponding privileges.

Program in Operation

A report, made by an interne supervisor at the close of her first year, will erve to illustrate the principles which he Georgia supervisors try to practice. It illustrates the way in which one suDervisor is growing into her job:

"My first contact with the teachers vas in a 3-hour county meeting held our days prior to the opening of school. The principals had helped the county superintendent choose the supervisor, out the purpose of supervision was not lear to many of the classroom teachers. Because I knew this to be true, I planned a very short talk explaining the purpose of supervision as I had earned to understand it during my tudy of supervision at the University of Georgia during the summer. The Following ideas were explained:

1. Supervision is not checking on eachers, sitting in classrooms observng, and then offering criticisms.

2. Supervision is planning with eachers, helping them to set their own oals, and helping them to plan ways to meet them. 3. The

teachers and supervisor hould work together to increase their nderstanding of children and promote he best development possible for them. 4. Supervisory service will not be ompulsory, but it will be available to Il teachers.

"To establish good working relationhips with any group of people, young r old, I must understand the individals in the group. This is what I said.

to myself. I must understand each teacher, try to learn how far she has advanced toward her goals and help her to grow from where she is. I must know as much about the teacher-her home, her training, her interests, her school conditions, her goals-as it is possible to learn.

"Several group meetings were held at the beginning of the year. In each meeting, I reiterated the explanation of the supervisory program as I had explained it to the county group. Then the teachers and I planned ways that I might help them and when. Many of the requests made by the teachers had to do with individual problems.

"Through these discussions in the fall meetings, the teachers asked for songs, poems, stories, and games for their children. Many teachers asked me to teach. some songs and poems and to tell stories to the children in their classrooms. I tried to meet their requests as well as possible. Some teachers asked for library books, pieces of wrapping paper for reading charts, and other materials. I tried to locate as much of this kind of help as I could. A summary of the kinds of activities engaged in most in attempting to meet requests of teachers throughout the year was: 1. Help in selecting books to meet children's needs. 2. Exchanging books between schools when not enough were available from other sources. 3. Giving talks at P. T. A. meetings. 4. Helping teachers use the slide and motion picture projectors. 5. Helping the county nurse examine children. 6. Helping teachers inform parents of children's physical needs. 7. Helping to initiate choral reading in school. 8. Helping to develop science centers. 9. Helping teachers and children write experience stories. 10. Helping teachers conduct children's excursions. 11. Helping teachers give reading tests and to interpret the results. 12. Helping teachers secure the kind of help needed by exceptional children— the crippled, the hard of hearing, the ones with poor vision, the emotionally ill, the mentally retarded and the gifted."

Common Problems
Solved Cooperatively

Many of the supervisory activities have to do with the teachers' individual

problems. However, teachers have common problems on which they can work together. One teacher reports that in addition to these individual experiences, there were group projects. There was a common desire for help in art, for example. As a result, a county meeting was held in which teachers used different art media; they later met in groups to plan what they could do to help children get experiences in the field of art. Consultants from the State department of education and the University of Georgia were also called in to help in this work. As a result of this meeting many teachers began providing the children with opportunities for creative experiences in the use of tempera paint, clay, and paper. Two schools had an exhibit of the art work done during the year. Each school contributed to a county-wide art exhibit. Several hundred patrons of the county visited the exhibit and expressed their interest in helping to expand children's experiences in the creative art.

Another common request in this county was: "Can't we do something to improve reading abilities of our children?" As a result of cooperative planning and working, the 8 schools secured loans of 100 books each from the State Library Extension Service. All teachers were furnished manuals to accompany reading texts. Slides showing reading centers developed in the Georgia schools were shown in 4 places in the county, and every teacher in the county was given an opportunity to see them.

Helping the elementary teachers to develop reading centers was a major problem because of the scarcity of interesting books, but books were found. Single copies of science, social science, health, and reading texts which were on the State-adopted list were secured from the State department of education. From these, some books were selected for each elementary classroom. The set in each case included books on different reading levels, many easy ones. A few library books were purchased. The available books were divided on the basis of the number of pupils enrolled. A few more than the number of pupils in the room were provided. In most instances when a box of books was brought to a room, the teacher, pupils,

and the supervisor planned ways to use them, to share them, and to take care of them. Reading centers were not developed in all of the rooms, but there are now some in every school. Not all of the teachers saw a need for reading centers. Some rooms were too crowded. The space was too limited for extras.

Reading problems became the topic for special study in one of the county teachers' meetings. Primary teachers wanted to learn how to make and use experience charts. The supervisor helped them share their own ideas about making them. She offered some ideas of her own. Upper elementary teachers received help from a reading demonstrator from one of the publishing companies. The high school teachers planned a testing program to help diagnose their reading problems. Later, the Iowa Silent Reading test was given to all high school children. The teachers then studied the results and began making plans to improve the reading in the high schools.

A counselor from the University of Georgia worked with the interne supervisor who made the foregoing report. She visited the county eight or nine times during the year. She sat with the interne supervisor many times to discuss ways of working with teachers and principals. She also helped by actually planning with groups, so that the new supervisor could observe her as she worked with teachers. All the help given by the consultant was determined by the requests made by the interne supervisor and the county staff.

The small eraser announcing the arrival of the supervisor is no longer necessary. More often than not, the supervisor arrives at school upon the invitation of a teacher or teachers, or principals, for the purpose of rendering some special service. Sometimes she stops at school to find out if there is any special service which she can render. Sometimes she asks for permission to observe a particular project in which she is interested. Sometimes a schedule of supervisory visits is planned by teachers and principals for a period of a month or so in advance. Evaluation goes on, but everybody concerned participates in it. Supervision is a service provided on a consultory basis to improve education for the rural children of Georgia.

President Urges Federal Aid to Education

PRESIDENT TRUMAN in two messages to Congress during recent weeks has urged the acceptance, jointly with State and local governments, of Federal responsibility for extending the benefits of American education. These references occur in The State of the Union message, January 7, and in The Economic Report of the President, January 14. Pertinent passages from each message follow:

From The State of the
Union Message

Another fundamental aim of our democracy is to provide an adequate education for every person.

Our educational systems face a financial crisis. It is deplorable that in a nation as rich as ours there are millions of children who do not have adequate schoolhouses or enough teachers for a good elementary or secondary education. If there are educational in

adequacies in any State, the whole Nation suffers. The Federal Government has a responsibility for providing financial aid to meet this crisis.

In addition, we must make possible greater equality of opportunity to all our citizens for an education. Only by so doing can we insure that our citizens will be capable of understanding and sharing the responsibilities of de

mocracy.

From The Economic Report of the President

With a higher average of competence required by our economy, the most urgent educational problems now center in the elementary and secondary schools. It is here that boys and girls receive their basic training and prepare themselves to absorb more specialized training.

with the increasing need. These sl ages in plant and personnel are mu more serious in some regions than others. While the 10 States with i highest per capita incomes are spe ing about $177 annually for each sch child, the 10 States with the lowest capita income are spending only a $64.

This maldistribution of education opportunities is both result and ca of differences in wealth and income. the several areas. Some of the S that are paying least per capita fore cation are devoting a higher perce of their total revenues to educat purposes than others with higher capita outlays. Federal aid to elentary and secondary education s contribute to that equalization of portunity in various parts of the cour which will fit our youth for living working in the kind of economy that shall have when they are grown.

A large proportion of the young [ ple who are now crowding the mentary schools will progress thro high school and enter college after 1 They will replace the veterans who į now in college. Compared with an rollment of 1.4 million when the 1 started and a current enrollment of million, we should now plan for an e rollment by 1960 of 4 to 5 millions dents in an expanded and improved s tem of higher education.

I urge the Congress to consider a prehensive program of Federal al education and to enact immediately sistance to elementary and second schools.

Teacher Certification (From page 21)

ditions have also been relatively modes The competitive place of teaching int employment market is still not ver The number of children of school age favorable. Consequently, the supply is increasing far more rapidly than had newly prepared teachers and of teachers

been estimated before the war. In 1940, there were 27.6 million children between the ages of 6 and 17; by 1955 there will be more than 33.3 million. By 1955, school enrollment should be more than one-third above the 1940 level.

In the face of this need, our educational plant is desperately inadequate. State school officials report minimum needs for 7.5 billion dollars of capital outlays for elementary and secondary schools-twice as great as total construction expenditures for all levels of education during the decade of the 20's. Due largely to low salaries, the number of trained teachers is not keeping up

in preparation is still inadequate to me! the present and future needs of th elementary schools, where approx mately two-thirds of all public scho teachers are employed. Only if t has been so helpful in leading to rece campaign of public information whi modest gains in the improvement teaching service is continued with vig is there real promise for widespread ai important advances in teacher certit cation standards during the next bie

nium.

』

Adult Education

The Armed Services and Adult Eduation. By Cyril O. Houle, Elbert W. Burr, Thomas H. Hamilton, and John R. Yale for the Commission on Implicaions of Armed Services Educational Programs. Washington, D. C., Amerian Council on Education, 1947. 257 p. 3.

Analyzes the experiences of the Armed Servces in their several off-duty educational unlertakings and studies their implications for the advancement of civilian adult education. Topics of special interest include correspondence study, direct individual and group instruction, Army posthostilities schools, orientation and information, literacy training, guidnce and motivation, investigations and evaluation.

Letter Writing for You. By Marguerite Tolbert and Sarah Withers. Columbia, S. C., State Department of Education, 1947. 111 p. Illus.

Presents a bulletin to be used by the teacher and the student. The authors have geared the content to the interest and abilities of adults who are in need of remedial work in letter writing and other related topics in English.

Mathematics

"Arithmetic 1947." Papers Presented at the Second Annual Conference on Arithmetic Held at the University of Chicago, June 30, July 1 and 2, 1947. Compiled and edited by G. T. Buswell. Chicago, The University of Chicago Press, 1947. 73 p. (Supplementary Educational Monographs, No. 63). $1.50.

Emphasizes teaching; aims to show how the best in present educational theory may be exemplified in practices of teaching arithmetic.

Surveying Instruments, Their History and Classroom Use. By Edmond R. Kiely. New York, Bureau of Publications, Teachers College, Columbia University, 1947. 411 p. Illus. (19th Yearbook of the National Council of Teachers of Mathematics.) $3.

Traces the history of surveying instruments from the earliest times, discusses the development of practical geometry in the

trigonometry in simple surveying. A comprehensive bibliography is appended.

Spiritual Values

Spiritual Values in the Elementary School. Twenty-sixth Yearbook, Washington, D. C., Department of Elementary School Principals, National Education Association, 1947. 351 p. Illus. (The National Elementary Principal, Vol. 27, No. 1, September 1947). $3.

Considers spiritual values as including ethical, esthetic, and emotional experiences that help to elevate and liberate the human spirit. Designed as a case book of practice rather than a discussion of theory. Describes school programs representative of the thought and effort now being given in the elementary schools of the United States to spiritual values through experiences in good living.

"Education for Our Time" Survey Graphic, November 1947. Special Issue: Education for Our Time. 60 cents single copy. (Address: Survey Graphic, 112 East 19th St., New York 3, N. Y.)

This issue is devoted to the American educational system today and its postwar responsibilities. Includes articles on all phases of education, the preschool years, maladjusted children, the high schools, the campuses. adult education, UNESCO, and "the long view-education must save freedom, the enduring goal."

RECENT THESES

These recently received theses are on file in the Library of the U. S. Office of Education, where they are available for interlibrary loan.

Textbooks

The Catholic Church and History Textbooks in the United States. By Cornelius K. Hannigan. Master's, 1947. Boston University. 64 p. ms.

Discusses Catholic textbooks prior to 1840; early Catholic history textbooks, 1840-1880; Protestant reaction, 1880-1900; and Catholic and history textbooks in the twentieth century. Concludes that both Protestants and Catholics are seriously concerned with the teaching of history to children in the schools and have tried to see that their textbooks contain what they believe to be historical truth.

The Civil War Period in the Widely Used Junior High School American History Textbooks. By John D. Koontz. Master's, 1947. George Washington University. 118 p. ms.

Studies the personages, dates and battles, the supplementary reading lists recommended for pupils in 10 recently published junior high school American history texts with the idea of compiling a bibliography of pupil readings on the Civil War.

A Determination of the Principles and Experiments of Physical and Biological

Science Found in Four Ninth Grade Textbooks of General Science. By Manning S. Case. Master's, 1947. Boston University. 94 p. ms.

Develops criteria for the selection and analysis of the four general science textbooks. Reveals that some authors of current texts of general science still attempt to teach factual matter without showing its relationship to principles of science; and that textbooks are written to be used in any section of the country rather than being adapted to specific regions.

Fables, Fairy and Folk Tales, Myths and Legends in Selected Third Grade Readers. By Mary B. Lucas. Master's, 1947. George Washington University. 57 p. ms.

Analyzes 30 third grade readers published between 1887 and 1946, studying 10 books published in each of the periods: 1887-1906, 1907-1926, and 1927-1946.

Making the American Mind. Social and Moral Ideas in the McGuffey Readers. By Richard D. Mosier. Doctor's, 1946. Teachers College, Columbia University. 207 p.

Gives a brief sketch of the life of William H. McGuffey and the social and cultural background of his readers. Finds that the readers deal with a heritage of ideas much older than the readers themselves. Concludes that they are the studied and articulate reflections of a civilization dominated by middle-class ideals.

A Study of Selected Phases of Fifth Grade Reader Content, 1890-1945. By Helen R. Maguire. Master's, 1947. George Washington University. 63 p.

ms.

Studies the use of selected literary writings, fairy tales, legends, fables and myths included in 30 fifth grade readers published during the periods: 1890-1900, 1918-1928, 1935-1945.

Orders for the publications listed on this page should be addressed as follows: Requests for cost publications should be sent to the Superintendent of Documents, Government Printing Office, Washington 25, D. C., enclosing remittance (check or money order) at the time of ordering. Free publications should be ordered directly from the agency issuing them.

New U. S. Office of Education Publications

School Transportation Insurance. Legal Bases and Current Administrative Policies.

Washington, U. S. Government Printing Office, 1948. 34 p., illus. (Pamphlet No. 101.) 15 cents.

One of a series of reports which collectively represent a comprehensive survey of the field of pupil transportation. Sets forth the transportation insurance situation in each of the States, primarily its legal status as indicated by statutory law and court decisions. Index, School Life, Volume XXVIII,

October 1945-July 1946. Washington, U. S. Government Printing Office, 1947. 12 p. Free.

New Publications of Other Agencies

DEPARTMENT OF
AGRICULTURE

The Use of Disinfectants on the Farm. By Frank W. Tilley, Bureau of Animal Industry.

Washington, U. S. Government Printing Office, 1947. 17 p. (Farmers' Bulletin 1991) 10 cents.

Indicates briefly the properties and uses of some disinfectants that are commonly used about the household and the farm but does not attempt to cover the entire field.

DEPARTMENT OF LABOR Occupational Guide Series. Prepared by the United States Employment Service.

32

Washington, U. S. Government Printing Office, 1947-48. 5 cents per part; special quantity rates.

Counseling tools consisting of two folders on each occupation (1) a job description and (2) labor market information. It is planned to issue descriptions of approximately 75 occupations; more than 25 have been completed. Professions are not included.

Equal Pay for Women. Prepared by the Women's Bureau. Washington, U. S. Government Printing Office, 1947. 8-page folder. (Leaflet No. 2, 1947.) Single copies free from Women's Bureau; $1.75 per hundred from Superintendent of Documents.

Outlines the principles of a rate based on the job and of equal-pay legislation.

DEPARTMENT OF STATE Cooperation in the Americas; Report of the Interdepartmental Committee on Scientific and Cultural Cooperation, July 1946-June 1947. Washington, U. S. Government Printing Office, 1948. 146 p. (Publication 2971; International Information and Cultural Series 1.) 40 cents.

Discusses scientific and technical projects, loan of experts and technicians, exchange of persons, cultural centers, United States libraries, American schools, exchange of special information and materials, laws and agreements, summary of programs of the year. Nazi-Soviet Relations, 1939-1941: Documents from the Archives of the German Foreign Office.. Washington, U. S. Government Printing Office, 1948. 362 p. $1.

Includes political relations documents published in full for the first time, texts of agreements.

LIBRARY OF CONGRESS Rules for Descriptive Cataloging in the Library of Congress. Descriptive Cataloging Division. Preliminary Edition.

Washington, U. S. Government Printing Office, 1947. 125 p. 50 cents; order from Card Division, Library of Congress.

Rules presented make possible extensive study and criticism by the library profession.

The Story Up to Now; The Library Congress, 1800-1946. By David Mearns.

Washington, U. S. Government Print ing Office, 1947. 226 p. (13 illustr tions and Index.) Free.

"Reprinted from the Annual Report of Librarian of Congress for the Fiscal Y Ending June 30, 1946, with the addition illustrations and a slight revision of text." PRESIDENT'S COMMISSIO

ON HIGHER EDUCATION Higher Education for American Dem ocracy; A Report of the President Commission on Higher Education Washington, U. S. Government P ing Office, 1947-48.

Vol. I. Establishing the Goals. 103 p. cents.

Vol. II. Equalizing and Expanding dividual Opportunity. 69 p

Juvenile Delinquency

LOCAL ACTION for the reduction of delinquency is being urged by the National Conference on Prevention and Control of Juvenile Delinquency.

In A PROCLAMATION President Truman has called "upon the people of the United States, in their homes and churches, in the schools and hospitals, in social welfare and health agencies, in enforcement agencies and courts, in institutions for the care of delinquent juveniles, and in their minds and hearts, to act, individually and together, for the prevention and control of juvenile delinquency, so that our children and youth may fulfill their promise and become effective citizens in our Nation."

The President further urges prompt response to the call of the National Conference on Frevention and Control of Juvenile Delinquency by preparing for, and holding, during April this year, State and community conferences throughout the country, on the general pattern of the National Conference.

U. S. GOVERNMENT PRINTING OFFICE 1948