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November 2

Visit to Carnegie Institute of Technology. Guided tours through the experimental research laboratories of Professors De Benedetti, Friedberg, and Schumacher (physics); Kurland (chemistry); and Kohman (nuclear and radio chemistry).

November 2

Guided tour of the University of Pittsburgh's Computation and Data Processing Center. Explanation of the Center's IBM "7070" computer and inspection of an IBM display.

November 7

Lecture on the coordination of secondary and collegiate curricula by Dr. J. Steele Gow, Jr., Director, Coordinated Education Center, with talks on the use of teaching machines and with a demonstration by a team of researchers and school teachers working under his direction.

November 18

Luncheon guests of Thomas Alva Edison Foundation Institute. Guest Speaker: Dr. Carroll V. Newsom, President, New York University, "Some Remarks on Curriculum Revision in Mathematics."

December 2

Visit to Carnegie Institute of Technology's Nuclear Research Institute, Saxonburg, Pa. Guided tour of the Carnegie 440-Mev proton synchrocyclotron by Dr. Roger Sutton. (Chartered bus)

December 14

Presentation of Certificates of Achievement, Supper Room, Student Union. Principal Address: "Education Toward a World Civilization," Robert J. Blakely, Vice-President, Fund for Adult Education. Greetings: Herman L. Offner, Regional Representative of the U.S. Office of Education, for the Commissioner.

The university phase of their program had given the science teachers opportunities to experience American-type seminars and to audit classes in several areas of science. With the completion of their work in mid-December, the time had come for them to gain a greater appreciation of the more practical application of education in the secondary schools of this country.

The 6-week period from early January to the middle of February gave the science teachers an itinerary that included visits to selected schools

where special science programs were under way. Since almost all of the teachers expressed interest in the work of the Physical Science Study Committee, this phase of the program was arranged in such a way as to allow them to visit schools where methods and programs recommended by the Committee were being implemented.

In addition, arrangements were made for the teachers to live in typical American homes. Participation in community life was made as complete as possible by requesting hosts to arrange visits to service clubs, other organizations, and community activities of all kinds.

Shortly before completing their work at the University of Pittsburgh, each of the 31 teachers was assigned to one of four groups. These groups were informally named for the State to which the teachers were going. The Florida group of eight consisted of three teachers from Japan, and one each from Burma, Iceland, Iran, Italy, and Peru. The Texas group had 10 grantees: 4 each from Iran and Japan, and 1 each from Finland and Lebanon. The eight going to Minnesota included two each from Iran and Japan, and one each from Brazil, Poland, Sierra Leone, and Spain. The Wisconsin group consisted of two from Japan and one each from Iran, Italy, and Poland.

From the time they left Pittsburgh, each group remained together except for side trips arranged on a personal basis and a 2-week period of personal visitation during the State visit. The Florida group traveled to Chicago, St. Louis, Austin, and New Orleans, arriving in Tallahassee on January 3, 1961. The Texas group, after stopping in Washington, D.C., and Florida, arrived in Austin on January 3, also. The Wisconsin and Minnesota groups took lengthy trips to Chicago and West Coast cities, stopping on the way out at Grand Canyon and on the way back at Salt Lake City and Denver.

The working part of the second phase of the academic program began at the various State capitals on January 4. The Florida group remained at Tallahassee, working under the direction of Mr. Robert D. Binger, State Science Supervisor, until January 7, when all members proceeded to individual assignments in communities throughout the State. While at Tallahassee, they visited the State Capitol, met State political and educational officials, were given orientation to various State educational programs, and were guests at evening dinner parties and teas.

The experiences of the others were similar. The Texas group, under Mr. H.E. Robinson, Administra

tive Assistant in Instruction, met Governor Price Daniels and many of the members of the State legislature. They also received orientation in the educational structure of Texas before leaving for individual community assignments. The Minnesota group, supervised by Mr. Farley Bright, Assistant Commissioner in Charge of the Instruction Division, remained in the St. Paul-Minneapolis metropolitan area throughout the entire community phase, visiting large high schools and observing science instruction at all levels. On the other hand, members of the Wisconsin group, directed by Mr. James Busch, Supervisor of Secondary Schools-Science, were scattered throughout the State.

The individual community assignment lasted from January 7-20. During this period, the grantees worked on individual bases. The State coordinator arranged for them to live in private homes of American families and to visit schools according to a pre-arranged program. This was a period which they all enjoyed. They were treated as honored guests, particularly those who went to small communities where foreign visitors are a rarity. Opportunities abounded for talks to clubs and civic organizations, and most of the grantees found themselves in the pleasant position of having more invitations than they could accept. Local newspapers ran stories about them and often published pictures of them participating in community activities. Several spoke on radio and more than one appeared on local television programs.

On January 20, the groups reassembled in the various State capital cities and began the return journey to Washington. However, this did not mean that their experiences ended, since their return trips were enriched with several important visits. All of these were arranged in advance by U.S. Office of Education officials.

The five grantees from Wisconsin and the eight from Minnesota stopped in Glencoe, a suburb of Chicago. On January 23 and 24, they visited Glencoe schools and the next three days the Winnetka (Ill.) schools, where they were able to observe some very advanced suburban public school systems in operation. They visited the Detroit schools from January 30 to February 3, and the University of Toledo from February 4 to 8. They then went to Cleveland and on February 13 returned to Washington.

The group assigned to Florida returned to the Nation's Capital with stops in Atlanta (Georgia), to see public schools during the week of January 23;

the District of Columbia schools the following week; and the Baltimore schools the week of February 6. It should be noted that a severe ice storm in Atlanta forced the cancellation of several school visits there, but the resourceful coordinator, Mrs. Annie Sue Brown, arranged for the group to observe the central administrative organization of the city system.

The Texas group varied the program of school and university visitation by spending the week of January 23-27 touring various industrial plants in the St. Louis area through special arrangement with the Chamber of Commerce of Metropolitan St. Louis. They spent the second week of the retum trip visiting the Cincinnati schools and the last week with the Florida group in the Baltimore school system.

While in residence at the college and university centers, the teachers had many opportunities to become better acquainted with the United States and its people and to speak about their own countries before chambers of commerce, women's clubs, and other social, religious, and civic organizations. These public and private organizations and agencies contributed much to the success of the program.

During October and November, Dr. Thomas E. Cotner, Director, Educational Exchange and Training Branch of the Office of Education, visited the teachers at the Universities of Texas, Washington, and Southern Califomia, and at San Diego and San Francisco State Colleges; Dr. Robert E.L. Crane, Chief, Teacher Development Section, visited groups at Michigan, Northwestern, Syracuse, Ball State Teachers College, Southern Illinois, and Pittsburgh. Program Officers Mr. Keith Eggers, Miss Patricia Simmons, Miss Frances Hamilton, and Dr. Richard Lykes visited the groups for which they were responsible at these institutions at a later date. Arrangements to participate in school and community activities were made by the staff in 27 States for the period January 4 to February 11, 1961. The visits of our staff officers to the centers were welcomed by the teachers and university staffs, and they continue to be mutually beneficial. As one grantee stated: "They helped a great deal to make us feel happier and more secure about certain things." ("Certain things" were details of future plans and travel arrangements.)

Following the Christmas holidays, small groups of 6 to 10 teachers were assigned to State Departments of Education in Arizona, California,

Colorado, Florida, Illinois, Indiana, Iowa, Kansas, Kentucky, Massachusetts, Michigan, Minnesota, Missouri, Nebraska, Nevada, New Hampshire, New Jersey, New York, Ohio, Oklahoma, Oregon, Pennsylvania, Texas, Vermont, Washington, and Wisconsin.

After 3 to 5 days in the State capitals, the visitors were assigned individually for 3 to 6 weeks to visit and observe schools in 255 communities. Table 2 (p. 58 ) gives the numbers of teachers assigned to educational centers and State Departments of Education. Table 5 (p. 61 ) lists the names of program coordinators appointed in the State Departments of Education to arrange and oversee the activities of the teachers during their school-community experiences.

Most participants have 3-month programs at selected American universities or colleges and community assignments of from 3 to 6 weeks. During the latter phase, they first visit the State Departments of Education (of the States concerned) and then proceed to various communities or schools. However, because of the nature of their fields of interest, about 50 to 75 of the grantees who arrive each September travel extensively around the United States, visiting many schools and points of historic, cultural, industrial, and educational interest. This year, in addition, the groups in vocational education and American civilization also traveled extensively.

One vocational teacher reported that during his 6-month program he traveled a total of 13,020 miles: 4,410 outside of cities, and 2,600 within cities; 5,806 by train, and 204 by plane. Included in this total mileage were 78 tours of a purely sightseeing nature. Visits to points of interest totaled 469, of which 38 were to schools and universities; 101 to farms and industrial plants; 178 to conferences, classes, and seminars; 38 to museums, libraries, and zoos; 56 to shows, concerts, movies, and sports activities. The teacher further reported that he had been a guest in 42 different American homes.

This young man participated in a vocational agriculture program and had the opportunity to observe agricultural programs extensively in Arizona, California, Florida, and Texas. He also spent some time at Rutgers University, where his attention was directed particularly to the horticulture program.

In addition, 19 teachers followed individual itineraries for 2 months after their university stay

because of special interests they had in such fields as experimental education, health education, teacher training, education of the blind, tests and measurements, and school administration and organization.

The reactions of those teachers who had specific community and school assignments were excellent. For example, Mr. Yaseen M. Qureshi from West Pakistan wrote the following about his community assignment:

My activities at St. Clair, Michigan, clearly show that our apprehensions about these small towns being dry and undeveloped villages were wrong and that in fact this phase of community life is, beyond doubt, the best part of our program. It was a real wonder to know that in a small place of 5,000 population only, almost all the conditions of life are as much developed and advanced as in any big town of the U.S.A. The roads, houses, heating systems, electrification, dress, food and variety of dishes, educational level, social gatherings and community life, literary and religious activities are not only on par with big towns, but occupy a better position of having personal touch and cordial feelings.

In St. Clair, no doubt, the climate was very cold (many a time it was below zero) but the feelings of people were really warm. Throughout my stay at St. Clair I never felt that I was in a foreign land and among strange people. The whole town-yes!-every individual in it was so kind and considerate to me that I have left that lofty group of people of a small town in a big country with real sorrow and a feeling of departure from my near relatives. I am sure the barriers of time and space, and the furious waves of great oceans cannot separate me from St. Clair for all time to come...

Mr. Gorind Chatterji of India commented as follows about his community assignment:

With the stories of divorce cases frequently reaching us in India in a rather exaggerated fashion, we were almost led to believe that the great material advancement in America had brought about an enormous amount of instability in family life.

My close contacts with American homes during the entire program and the particular opportunity I had of staying in an American home for a continuous period of over a month have convinced me that an average American home is as stable and as sweet as its counterpart in India.

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